In much later years I came across the writings of Joseph Renzulli, professor of educational psychology at the University of Connecticut. Renzulli proposes three criteria for the identification of genuine “giftedness”: intelligence, creativity and perseverance.

As faculty director of the new learning community ScHOLA²RS House, Erik Hines hopes to gain a deeper understanding of the variables that influence positive academic and career outcomes for black males, the subject at the heart of both his day-to-day counseling work and his academic research. (ScHOLA²RS stands for Scholastic House of Leaders in Support of African-American Researchers & Scholars)

The author of the study, Shaun Dougherty, obtained detailed data on student applications to three regional vocational and technical high school. By comparing the educational outcomes of students who scored just above the admissions threshold (and thus were very likely to attend) and just below the admissions threshold (who mostly did not attend), Dougherty is able to account for the selection bias that has plagued prior career and technical education research.

Preston Green III, a professor of educational leadership and law at the University of Connecticut, agrees with the Institute for Justice’s analysis where the federal Constitution is concerned. A successful challenge over ESAs funneling money to religious schools there, he said, is “probably off the table.”

WNPR invited Robert Cotto, Jr. who is a lecturer in Educational Studies at Trinity College and a doctoral student at UConn’s Neag School of Education, to bring us up to date on the long-running case brought by the Connecticut Coalition for Justice in Education Funding

WHUS (Neag School’s Erik Hines and doctoral student Paul Singleton are interviewed about black male research, ScHOLA2RS House, and more)

“I’m very grateful to be in the program, for sports management,” said David Onuorah, a grad student transfer from Cornell, “because I do have aspirations of one day pursuing a sports management career. I’m here playing basketball. But at the same time, I’m helping out my post-basketball career.

Sandra Chafouleas, a professor of educational psychology at University of Connecticut who wrote the introduction to that issue of the journal along with one of its key studies, has reviewed successful approaches to professional development for staff, noting that it starts with teaching staff members more about trauma.

The Walrus (Neag School’s James Kaufman and Ron Beghetto are quoted about creativity in the classroom)

Don’t assume a post or picture is private just because you’ve tightened up your privacy settings, says James C. Kaufman, PhD, an educational psychologist at the University of Connecticut and head of the Div. 46 Media Watch Committee.