During a reception held at Queen Rania Teacher Academy (QRTA)’s University of Jordan campus, the Queen of Jordan expressed her pride in the academy’s graduates for the 2017-18 academic year, including 69 principals from across Jordan under the Advanced Instructional Leadership Professional Diploma. The Advanced Instructional Leadership Professional Diploma was developed and implemented in partnership with the University of Connecticut and in coordination with Jordan’s Ministry of Education.
Seventy years ago this week, the Universal Declaration of Human Rights (UDHR) was adopted by the United Nations General Assembly in Paris. “All anniversaries provide a moment to reflect and take stock,” says Glenn Mitoma, an assistant professor of curriculum and instruction in the Neag School. “The UDHR was written in the aftermath of World War II, a catastrophic moment in history that has important lessons for us today. We can use this anniversary as an opportunity to reflect on and rededicate ourselves to the goal of a more just, equitable, and inclusive world.”
“It’s really striking. I mean the fact that these are little kids, in first, second grade, and having these black teachers at that age, the fact that it lasts so long, it’s really quite amazing I think,” said UConn professor Joshua Hyman, who co-authored the study.
In 2016, the Wallace Foundation announced a four-year initiative to overhaul the way university preparation programs trained principals to meet school districts’ needs and reflect what research says is needed for effective school leadership.
“In our view as researchers who focus on the intersection of race and college sports, none of these events will rid big-time college sports of its deepest problems,” says Joseph Cooper. “Those problems include the placing of winning games and generating revenue ahead of the best interests of the student-athletes.”
Alumni, students, faculty, and administrators from the Neag School of Education joined education professionals from across Connecticut last week for an evening of networking, followed by a panel discussion, at Hartford’s Spotlight Theatre. It was the fourth annual Educational Leadership Forum.
We talked with the Board of Trustees Distinguished Professor of Educational Psychology in the Neag School of Education this spring. Sandra Chafouleas was seeking summer reads that would “stretch her in new ways” but also relate to the field of study she’s so passionate about.
In Degrees of Change: UConn Increases Diversity in Teaching Programs, Enright states that “UConn and the Neag School of Education have made a concerted effort to increase their minority student population, with the long-term hope of closing the gap that exists now in classrooms.”
A lack of diversity among classroom teachers in elementary and secondary schools has long been a national issue. In the state of Connecticut alone, less than 8 percent of teachers are of color, while students of color represent 40 percent of the population.
“Student of color benefit from having teachers of color,” says Dean Gladis Kersaint. “They respond when they are supported by teachers of a like race. It’s not just students of color, though. Research supports that all students, no matter what race, benefit from having teachers of color.”