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.

Parents (Neag School’s James Kaufman is quoted about creating creative kids)

Biden’s Briefing (Neag School prof. Shaun Dougherty’s article on career and technical education was read by Joe Biden) 

“As a new school year begins, educators, families and students are gearing up with high aspirations for a successful year. However, relatively overnight we have witnessed significant changes in societal and global norms that are in sheer opposition to the norms and practices we promote in our schools. Specifically, the presidential election was associated with reports of unprecedented negativity, intolerance and disrespect,” says George Sugai.

“There’s a certain pride that I think students take, and staff takes, at a magnet school because they’re doing something a little more special,” Casey Cobb said. “They’re focused on some theme, and that’s distinct from a traditional kind of comprehensive curriculum.”

“During the 20th century, there was nothing that could help you achieve labor market success more than a good education. Even today, education is one of the strongest predictors of whether someone is employed and how much he or she is paid,” says Shaun Dougherty, assistant professor of education and public policy at UConn’s Neag School of Education.

Cooper said members of the UConn campus community felt this was an important time to reaffirm their commitment to the university being a safe and invigorating place where intellectual, educational, and personal growth are valued and manifested.

Last year, IES funded a CTE research project under a different topic, Improving Education Systems. In this project, the University of Connecticut is examining the impact of attending a CTE-focused high school on students’ achievement, high school graduation, and college enrollment.

The researchers, Shaun Dougherty and Jennie Weiner of the University of Connecticut, looked at two tiers of struggling schools in the state: “warning” and “focus” schools. Schools in both categories had to choose four changes to make. Focus schools, the lower-performing group, had to select from a prescribed list, while warning schools could also could come up with their own strategies.