Joshua Hyman, a researcher at the University of Connecticut, studied the effects of mandatory ACT tests in Michigan’s public high schools and found that the policy led to many more low-income students not only taking the test, but performing well.
According to Neag School psychology researchers James Kaufman and Ronald Beghetto, little-c creativity has been useful for addressing common misconceptions about creativity.
Thanks in part to the evaluation expertise of a doctoral student in the Neag School’s measurement, evaluation, and assessment (MEA) program, a recently released report from the U.S. Government Accountability Office (GAO) revealed that about 1 percent of enrollments in federal health-insurance plans in 2015 were potentially improper or fraudulent.
Each year, more than half a million students drop out of high school in the United States. But what if schools could predict which individuals were most at risk for dropping out — and perhaps even take action to prevent such an outcome? As it turns out, such a scenario is closer than ever to becoming a reality.
When Sushruta Kunnenkeri was a child, his father fostered a learning environment at the kitchen table, inviting his children to talk about science and history, giving them the confidence to explore new fields and ask questions — something Kunnenkeri, now an aspiring science teacher enrolled in the Teacher Certification Program for College Graduates (TCPCG), wants to encourage his students to do.
Learning, Leadership, and Education Policy (LLEP) is a doctoral program available through the Neag School’s Department of Educational Leadership, offering concentrations in three areas: adult learning; leadership and education policy; and sport management. This installment of “10 Questions” connects with two current Ph.D. candidates in the LLEP program.
As 2017 nears its close, work on the University Principal Preparation Initiative — an initiative led at UConn by the Neag School’s University of Connecticut Administrator Preparation Program (UCAPP) — is getting ready to celebrate its first birthday. This past year, UConn was one of seven universities selected to take part in the Wallace Foundation-funded initiative, which launched officially in January and is focused on improving training programs for aspiring school principals nationwide. Over the past 10 months, dedicated workgroups have been developing a “theory of action” for redesigning UCAPP.
Recently, two educational psychology projects in the Neag School of Education have received grants totaling almost $5 million to perform research in different areas of education for gifted and talented students. The grant, which was funded by the Jacob K. Javits Gifted and Talented Students Education Act, is helping provide money to two different professors and their research team.
In their recently published edited volume, Exploding the Castle: Rethinking How Video Games and Game Mechanics Can Shape the Future of Education (Information Age, 2017), Neag School faculty Michael Young and Stephen Slota — both longtime video game devotees — explore the value of games, the role of games in the future of K-12 and higher education, and more. Here, Young, associate professor of cognition, instruction, and learning technology, and Slota, assistant professor-in-residence of educational technology discuss the book and share their insights on the intersection between games, technology, and learning.
Mentors and guidance counselors helped Erik Hines, an assistant professor of educational psychology, find his path. Now he is paying it forward.