An interdisciplinary group of UConn researchers is leading an effort to empower high school students to become “Eco-Digital” storytellers in their communities.
Kathleen Lynch, an assistant professor at the University of Connecticut and coauthor of the meta-analysis, said the existing research shows not only that summer learning is an effective means of bolstering academic growth, but also a worthy recipient of finite COVID recovery dollars.
Any evidence supporting the link between creativity and mental illness is extremely tenuous, says Prof James C Kaufman at the University of Connecticut. “Historiometric” analyses, for example, have plumbed the biographies of notable artists. While these studies seem to suggest that mental illness is more prevalent in creative personalities, any post-hoc diagnoses, based purely on a text, have to be treated with great caution. “They are not super objective,” says Kaufman. “Very few creativity researchers believe there is a strong connection.” And the idea that mental anguish may inspire great art certainly shouldn’t be grounds for avoiding treatment for a serious conditions, he says.
Michael Coyne, professor of educational psychology and chair of the Neag School’s Department of Educational Psychology, has served as a principal investigator since the original launch of the literacy research project in 2012
Casey D. Cobbs, the Raymond Neag Professor of Educational Policy at the University of Connecticut, and Gene V Glass, a statistician and researcher in educational psychology and social sciences, partner in the new book, Public and Private Education in America: Examining the Facts. This book is part of the ABC-CLIO’s Contemporary Debates reference series.
For a decade, researchers from the Neag School of Education have worked with the state on an ambitious literacy initiative designed to close Connecticut’s significant achievement gap. Their efforts have proved so successful that now a program that began with a few pilot schools is set for significant expansion to school districts of need across the state.
Connecticut saw a record high number of antisemitic incidents last year. The Holocaust remembrance movement says “never forget,” but surveys find the problem is deeper — many young people lack basic knowledge of the Holocaust. On the next Cutline, we hear personal stories – then and now. We look at links between antisemitism and extremism, visit a Connecticut classroom teaching the Holocaust, and explore the story of Sobibor, a secret Nazi death camp that was a site of bravery and resistance.
Working with researchers Prof. Morgaen Donaldson and Associate Prof. Eric Loken from the Neag School of Education, UConn has found so far that the applicant pools in 2021 and 2022 were significantly more diverse than prior years in terms of students’ racial and ethnic backgrounds, family incomes, and other factors.
The first comprehensive review of research on summer math programs in over 15 years suggests they may help mitigate the learning losses disproportionately experienced by low-income pre-K–12 students during the pandemic. The meta-analysis was published this week in Review of Educational Research, a peer-reviewed journal of the American Educational Research Association.
“Our results show that schools, district leaders, and community groups should consider increasing their investments in summer programs as an evidence-based strategy to aid in pandemic-related educational recovery, particularly for children whose learning has been placed most at risk,” said study co-author Kathleen Lynch, an assistant professor of learning sciences at the University of Connecticut.