“As a psychologist and a parent of children participating in youth sports, it has been exciting for me to witness the increasing media attention on mental health and athletics. Mental toughness has long been a central topic within sports circles, but the current discussions are different. The past year has brought the mental health and well-being of athletes into mainstream conversation, whether it be as a plotline in season two of Apple TV’s “Ted Lasso” (promise, no more spoilers!), professional athletes’ stories highlighted during World Mental Health Day, or Simon Biles’ withdrawal from events at the Tokyo Olympics,” says Sandra Chafouleas, a UConn Board of Trustees Distinguished Professor of Educational Psychology in the Neag School of Education.
In a recent article that he co-authored in The Conversation, Preston Green III, a professor at the University of Connecticut’s Neag school of education, outlined a four-part formula designed to address racial inequities in public schools.
The formula includes tax rebates to Black homeowners, adding a factor into school finance formulas that accounts for the negative effects of racial isolation, removing policies that have racist roots and increasing state aid to school districts in majority-Black districts so that it makes up for gaps in local revenues.
With a General Election just around the corner, the so-called “sleepy” town of Guilford has made national headlines, gripped by a polarizing debate over what’s being taught in schools. Guilford High School English Chair George Cooksey and Superintendent Paul Freeman explain that while critical race theory is not itself taught in the K-12 environment in Guilford, “dimension” and diversity of source material is still a priority. Plus, a new Black and Latino Studies elective is rolling out in Connecticut high schools next fall, following the first mandate of its kind in the country. A Windsor High School teacher and student who are piloting the course weigh in.
“Parents who want their kids to be more creative may be tempted to enroll them in arts classes or splurge on STEM-themed toys. Those things certainly can help, but as a professor of educational psychology who has written extensively about creativity, I can draw on more than 70 years of creativity research to make additional suggestions that are more likely to be effective – and won’t break your budget,” says James Kaufman, a professor of educational psychology at UConn’s Neag School of Education.
With a General Election just around the corner, the so-called “sleepy” town of Guilford has made national headlines, gripped by a polarizing debate over what’s being taught in schools.
Guilford High School English Chair George Cooksey and Superintendent Paul Freeman explain that while critical race theory is not itself taught in the K-12 environment in Guilford, “dimension” and diversity of source material is still a priority. Neag School’s Saran Stewart also served as a panelist, along with Freeman and others.
Sponsored by CEA and California Casualty, the second-annual CEA Teacher Appreciation Day at Rentschler Field featured complimentary hot breakfast for CEA members and guests, along with music, a fan photo booth, and games of cornhole, football toss, and ladder golf. Teachers were also treated to dozens of prizes that included CEA and UConn Neag School of Education swag, as well as tickets to concerts and Broadway shows at Waterbury’s Palace Theater, a CEA Member Benefits partner.
UConn said the president Joe Biden will join former U.S. Senator Christopher Dodd and other dignitaries for the dedication of The Dodd Center for Human Rights. The center has been known as The Thomas J. Dodd Research Center since it opened in 1995 and UConn said that UConn’s Board of Trustees voted unanimously in August to authorize its dedication as The Dodd Center for Human Rights.
Symone James was struggling. At the time, the fifth-grade teacher at Roger Sherman Elementary School in Meriden had a class that she said, “needed a lot of love and patience.” “I fell into a place where I was not sleeping and constantly thinking about work and my students,” she recalled. “At night, I’d lay awake going over anticipated behaviors and situations, and tasks of that day.”
Our new study, just published in AERA Open, provides evidence that increasing the financial support offered to potential Ph.D. students offers a promising approach for attracting a more diverse pool of doctoral students. Along with co-authors Christopher Bennett, H. Kenny Nienhusser, and Milagros Castillo-Montoya, we studied Ph.D. student application and enrollment patterns at a large public research university in the Northeast. We were interested in how the diversity of the Ph.D. students changed corresponding to a change in the financial support offered to doctoral students.
“Creativity is not mysterious or magical, but something everybody can do,” says James C. Kaufman, Ph.D., a professor of educational psychology at the University of Connecticut. Within psychology, creativity is usually understood as the ability to produce things or objects that are new (at least to the person creating the work) and useful, or appropriate for the situation or purpose, says John Kounios, Ph.D., a professor of psychological and brain science at Drexel University. However, he prefers to define creativity as a way of reorganizing the elements of a situation or a thought.
