It was spring of my first year of graduate school. The days were getting longer, yet I found myself less able to get myself out of bed. I spent the hours in my assistantship on edge, taking bathroom breaks to keep myself from crying. In class, I could not focus as my throat tightened around what felt like a rock. At home, I barely had time to do anything beyond coursework.
I was tired in my body and soul. I hit my breaking point when the idea of driving back to campus one day made me sob uncontrollably.
Today’s emphasis on big data, test scores, and comparisons among groups fails to drill down on what we need to know to make the best decisions for an individual child.
In recommending the “schoolwide-enrichment model,” SDAG was promoting an alternative method for teaching gifted students. The theory was developed by Joseph S. Renzulli and Sally Reis of the National Research Center on the Gifted and Talented at the University of Connecticut. The theory has a “broadened conception of giftedness,” and “the centerpiece of the model is the development of differentiated learning experiences that take into consideration each student’s abilities, interests, learning styles, and preferred styles of expression,” Renzulli and Reis write. This enables the development of “talents in all children.”
There’s an Olympian spending time at the University of Connecticut right now and, if you think it’s a Husky basketball player, you are wrong.
The athlete is Karen Chammas, who represented her native Lebanon in the sport of judo at the 2012 London games, and she is spending late October and early November in Storrs as part of the Global Sports Mentoring Program.
I often worry that our focus on domestic students and their needs is causing an entire, important demographic to feel forgotten and unwanted.
U.S. Secretary of Education Betsy DeVos announced the 2019 recipients of the Terrel H. Bell Award for Outstanding School Leadership. The 10 principals from the 2019 cohort of National Blue Ribbon Schools will be honored during the National Blue Ribbon Schools awards ceremony on Thursday, Nov. 14, 2019 in Washington, D.C.
There is a lot of research on teachers’ use of waiting in the classroom and the positive effects it can have for student engagement and learning. The best news of all? Improving student learning only takes 3 seconds.
It gets harder and harder to treat dyslexia in children with every year that passes after preschool. Problem is, most kids don’t get diagnosed until they’re around 8 years old. Dyslexia particularly hard to detect in English-speakers, and teachers usually only recognize it once a child fails. That’s why researchers from three universities got together to make an app that will help teachers detect dyslexia in kids at an earlier age.
On October 23, 2019, CSCH cosponsored and hosted the Symposium on Trauma-Informed School Mental Health 2.0.” Approximately 70 school, behavioral health, community, and research leaders from across the state gathered at the University of Connecticut campus in Storrs to discuss school and community responses to childhood trauma and how to align work around trauma-informed schools in Connecticut.
“Colleges place significant weight on a student’s grade point average, class rank, and standardized test scores in the admissions process,” says Clewison Challenger. “For decades, these measures have informed how K-12 schools design curricula and counsel students on college readiness. Yet grades and SAT results alone are ineffective predictors of students’ college success.”
