Author: Shawn Kornegay

‘Starbucks Classrooms,’ Plus Six Other New Approaches in Education

April 3, 2018

“A trauma-informed approach is critical for schools,” says Sandra Chafouleas, a professor of educational psychology at University of Connecticut who has researched the topic. She says the new push helps school staffs identify and provide counseling for the estimated one-half to two-thirds of students who, according to the Education Law Center, probably have experienced trauma.

The Big Picture Key to PD

April 2, 2018

Suzanne M. Wilson has researched teacher knowledge, curriculum reform, education policy, measures of
teaching effectiveness and professional development. As the Neag Endowed Professor of Teacher Education, Wilson has found PD to be most impactful and engaging when instruction connects to a district’s curriculum, assessments and leadership policies.

A More Accessible ACT and SAT

March 28, 2018

In addition, according to a study by Joshua Hyman, an assistant professor at the University of Connecticut, the test also uncovered low-income students who might have otherwise not applied to college: about 480 for every 1,000 who had taken the test before 2007 and had scored well.

UConn’s Jim Penders Gets 500th Win

March 28, 2018

The players, the years and the victories have rolled by, and on Tuesday the present-day Huskies presented Jim Penders with his 500th as UConn’s coach, a 4-0 victory at Boston College behind the pitching of Jeff Kersten.

UConn Fulbright Scholars Have Bright Future

March 23, 2018

“My name is Lara Hawley and I am currently serving as a Fulbright English Teaching Assistant in South Africa for nine months,” says Lara Hawley. “I arrived in January and will be here until October. This first month in South Africa has been a whirlwind, but I have loved every single second of it!”

Study Findings Aim to Improve Teacher Preparedness Strategies

March 23, 2018

“Teacher preparedness has been the focus of a great deal of (at times) impassioned debate in the last thirty years,” says Dr. Suzanne Wilson, Neag Endowed Professor of Teacher Education at the University of Connecticut and Chair of Curriculum and Instruction in the Neag School. “The teacher workforce is the largest profession in the U.S.; preparing close to four million teachers to be high quality is challenging.”

More Evidence That Poverty Obscures Schools’ Recognition of Giftedness

March 22, 2018

The underrepresentation of high-poverty and minority populations in gifted programs has troubled education analysts and reformers for decades. One finding in this winter’s Fordham report on gifted programming gaps was that although high-poverty schools are as likely as low-poverty schools to have gifted programs, students there are less than half as likely to participate in them. This is complemented by a recent University of Connecticut finding that school poverty has a negative relationship with the percentage of students identified as gifted.