“We need students to read across multiple sources and compare, not just find one source and go with it,” says Ian O’Byrne of University of Connecticut’s New Literacies Research Lab in an EdTech article.

The fight for equality in sport takes place everywhere. Right here at the University of Connecticut, Laura Burton, an associate professor in the Neag School of Education and one of the co-heads of the Sport Management program, is doing her part.

The Chronicle (Neag School faculty members hosted a group of German educators to observe differences between German and American schools as part of the Fulbright Scholar Program)

Metro Hartford Alliance Newsroom (Dean Gladis Kersaint was elected as a new trustee)  

Jonathan the 14th, UConn’s fearless mascot, was sent on an extra special mission Monday. He helped two alums get engaged!

Professor of the Higher Education Department at Boston College’s Lynch School of Education Dr. Ana M. Martínez Alemán came to the University of Connecticut’s Puerto Rican and Latin American Cultural Center Wednesday afternoon to speak about breaking down the bias problems that plague America’s higher education system from a student-to-professor perspective.

The Neag School of Education has completely redesigned their program for next fall’s seniors focusing in elementary education by allowing more clinic time.

The Windsor Board of Education has selected Virginia Hoerle to be the new Principal for Oliver Ellsworth School. Superintendent of Schools, Dr. Craig Cooke recommended Hoerle’s appointment to the Board at a special meeting that was held on April 4, 2017.

“My recent research has involved looking at privatization in other contexts, and trying to determine whether the issues and problems you see in these other contexts could impact charter schools,” says Professor Preston Green. “I explored the issue of whether a charter school `bubble’ is emerging, akin to what we saw in the lead up to the housing crisis.”

Preservice education establishes the foundation for a successful science teaching career. However, preservice teachers often experience tension between their university and school-based experiences related to the different expectations for teaching and learning across these settings.