“The first class I was teaching in English to American kids I was a bit nervous at times,” Wang said. “Taking this initiative [to talk to people] first, you will actively solve your problem. Second, you will take this challenge as an exercise for you to establish good communication ability and interact with people in the host country.”
Sandy Chafouleas shared the Direct Behavior Rating (DBR) can be effective and efficient as a progress monitoring tool as well as a targeted screening tool.
The University has implemented a policy that would expand undergraduate students’ ability to invoke the Pass/Fail option for Spring 2020 courses.
As school closures are announced across the state and country, the Neag School looked to its resident experts to provide guidance and insights for students, parents, educators, and administrators.
Congratulations to our Neag School alumni, faculty, staff, and students on their continued accomplishments inside and outside the classroom. If you have an accolade to share, we want to hear from you! Please send any news items and story ideas to email@example.com.
For the fifth consecutive year, the Neag School of Education has been ranked by U.S. News & World Reportamong the top 20 public graduate schools of education in the nation.
“While I genuinely appreciate and value that edTPA is a way of making certain that teacher candidates demonstrate the knowledge and skills required to help all students learn in real classrooms, I am deeply concerned at the impact I see it having on aspiring educators,” says Patel-Lye.
Jason Gilmore, a Guilford resident and art teacher at McDonough Middle School in Hartford, was named the recipient of the 2020 Rogers Educational Innovation Fund, a $5,000 annual award for an innovative project for elementary- or middle-school level classrooms.
Jason Irizarry, associate professor of curriculum and instruction, has been named the Neag School associate dean for academic affairs. He takes over this month for Joseph Madaus, who is resuming his faculty role to focus on recent research grants, including one focused on supporting academically talented students on the autism spectrum.
Thanks to the Initiative on Campus Dialogues (ICD) Fellowship Program at UConn, members of the Neag School community are engaging in projects focused on expanding productive dialogue within and beyond the University community.