But, a pair of researchers argue in a recent issue of Science, the p-value may be doing more harm than good. Statistician Andrew Gelman, of Columbia University, and Eric Loken, a psychologist at the University of Connecticut, say scientists have bought into a “fallacy” — that if a statistically significant result emerges from a “noisy” experiment, a.k.a. one with many variables that are difficult to account for, that result is by definition a sound one.
WNPR’s “Where We Live” (Glenn Mitoma featured in discussion on UConn’s enrollment of Japanese-Americans during WWII)
Gladis Kersaint, the dean of the Neag School of Education at the University of Connecticut, noted that the Department of Education plays an important role in ensuring access and equity to high quality education for students.
The Neag School recently announced new appointments for two of its faculty members, Del Siegle and Scott Brown, and welcomes a new director of assessment.
Board of Trustees Distinguished Professor Scott Brown has been named head of the Department of Educational Psychology (EPSY) at the Neag School.
A 2013 Pew report found that 62 percent of people in the U.S. now get their information from social media, and 47 percent of Facebook users go there for news. Today, every person is both a reporter and a consumer of online information. As a result, each of us is potentially the problem — as well as the solution — to the altered landscape of fake news and false information in an online world.
Congratulations to our Neag School alumni, faculty, staff, and students on their continued accomplishments inside and outside the classroom.
Despite the education community’s clear polarization over the appointment of Betsy DeVos as the next U.S. secretary of education, there may be a silver lining in her confirmation—specifically, for those in the career and technical education (CTE) community.
Ask any group of high school teachers, and they will report that the most frequently asked question in their classrooms is, “When are we ever gonna use this?” In a traditional college prep program, the honest answer is usually, “Maybe when you get to the university.” But in the real world? Depending on the class, students may not find their learning as useful.
The following PBIS Practitioners Guide — titled National Climate Change: 5 Ways Schools Can Positively and Proactively Support All Students — originally appeared on the OSEP Center on Positive Behavioral Interventions and Supports website and is authored by Neag School faculty Brandi Simonsen, George Sugai, Jennifer Freeman, and Tamika La Salle.
