Category: Academics



NFA Offers Free Summer STEM Program With Neag School

August 9, 2018

Over 75 students entering grades 6, 7, and 8 participated in a free STEM (Science, Technology, Engineering and Math) enrichment program at NFA this summer. Guided by NFA faculty in collaboration with aspiring teachers from UConn’s Neag School of Education, the young students from Norwich and surrounding towns received a summer boost in their STEM education with hands-on learning to explore creative approaches to scientific questions, applying mathematics to modern day problems, and solving complex STEM problems, while having fun working in teams with new friends.


School Board Approves Funding for Genetics-Based Reading Program in New Haven Schools

August 6, 2018

Devin Kearns, an assistant professor of special education at the University of Connecticut, told the Register he believes genetic research has “a lot of really amazing potential to help kids of all kinds.” Reached for comment last week, Kearns, who has an appointment at the Haskins Laboratory at Yale but claims no affiliation with the Lexinome Project or its staff, said his research has to do with neuroimaging, or tracing development of young people’s brains as they are exposed to different reading interventions.


Students in class (Photo Credit: Bri Diaz)

UConn Responds to Need for K-12 Mandarin Teachers

August 6, 2018

The University of Connecticut will begin a teaching certification program in Mandarin Chinese next year, in response to a need for Mandarin elementary and high school teachers both at the state and national level.




Peer Tutoring and Gifted Learners – Applying a Critical Thinking Lens

July 31, 2018

“Each year, I have the opportunity to work with preservice teachers to provide a little bit of information for them about gifted education. During that workshop, someone always brings up the idea that one great way to work with advanced learners – particularly the teacher pleasers and ‘fast finishers’ among them – is to have them help the other kids with their work. These developing professionals, along with some of the practicing teachers with whom they work, are secure in their belief that this approach is a win for everyone. Students are kept busy, the struggling student has individual support, and surely the gifted learner will benefit because “we all learn something better when we have to teach it to others,” writes Catherine Little, a professor of educational psychology at UConn’s Neag School of Education.


School Psychologists: In a Class of Their Own

July 24, 2018

According to the American Psychological Association (APA), school psychology has “…evolved as a specialty area with core knowledge rooted in psychology and education.” Graduate students who choose to become school psychologists have two certification options, according to Sandra M. Chafouleas, Ph.D.


Issue Brief: The Impact of Undocumented Status on Children’s Learning

July 23, 2018

Undocumented children and families face unique challenges that can affect their schooling experience and require the attention and care of educators. Chelsea Connery ’13 (ED), ’14 MA, a former public school teacher and now a Neag School doctoral student in the Learning, Leadership, and Education Policy program, prepared the following issue brief — in affiliation with the Center for Education Policy Analysis (CEPA) — about the impact of undocumented status on children’s learning.