The University of Connecticut’s Neag School of Education collaborated with UConn Women and Philanthropy this past Thursday to host “ELLEvate: Supporting Women in Leadership,” a panel discussing women’s experiences in leadership roles.
The panel, led by Laura Burton, department head and educational leadership professor at the Neag School, included Fany DeJesus Hannon, director of the Puerto Rican/Latin American Cultural Center (PRLACC) at UConn; and Vonetta Romeo-Rivers, director of teaching and learning for Regional School District 10 in Connecticut. Both Hannon and Romeo-Rivers are alumni of the Neag School.
But as the first Black woman on the court, Jackson would likely be more attuned to issues of race and gender as reflected in school dress codes or restrictions on Black hairstyles like braids, and she might see “discrimination that maybe another justice might not,” said Preston Green, an education professor at the University of Connecticut.
This article originally found on The Conversation, is co-authored by the Neag School’s Eli Wolff, answers five questions about the International Olympic Committee (IOC) and how they respond to human rights and other issues.
Some legal scholars say that raises a new question. If a state can’t keep a private religious school out of its voucher program, can it stop a religious school from participating in its charter school program?
“Charter schools are the next frontier,” Preston Green, an education law professor at the University of Connecticut. Compared to school vouchers, “this could actually be more of a win for religious entities if they can get it.”
This spring, the Connecticut Noyce Math Teacher Leaders (MTL) Program welcomes a cohort of 20 veteran mathematics educators from across the state.
DIBELS itself doesn’t involve a lot of reading, but helps to predict how well children develop literacy skills by testing how fast and accurately they identify words, explained Rachael Gabriel, an associate professor of literacy education at the University of Connecticut.
Casey Cobb, a professor at UConn’s Neag School of Education, has interviewed many families about what goes into them choosing whether to send their children to predominantly white suburban schools if they win the lottery.
“What we found was, yeah, race and socioeconomic status, that sort of diversity, does play a role in their decision making,” he said, pointing out that magnet schools are typically more diverse, and that was one of the reasons families tend to seek those schools.
Alan Marcus, a professor of education at the University of Connecticut, says in his state, there have been calls to remove statues of Christopher Columbus, in connection to the explorer’s violent mistreatment of Native Americans. Marcus said monuments can become “expired” as society’s values shift.
“What’s acceptable in one time period might not be acceptable in a different time period,” Marcus explained. These “expired monuments” can be repurposed to instead teach about “how we frame certain histories and whose perspective we learn about and whose perspective is left out.”
Prof. Sandra Chafouleas is a Board of Trustees Distinguished Professor and Neag Endowed Professor in the Department of Educational Psychology within the Neag School of Education. She also serves as the founder and
Co-Director of the UConn Collaboratory on School and Child Health (CSCH).
“When someone feels like their rights are being violated or the government is overstepping their bounds, they’ll cite the Holocaust, which is very dangerous,” says Alan Marcus, a professor in UConn’s Neag School of Education.
Marcus recently was part of a team that produced a research study that was published in “Holocaust Studies” that examined the transition of Holocaust education from live to virtual survivor testimony. Marcus also wrote a column for The Conversation on the issue.
