A group of graduate students at UConn’s Neag School of Education have launched the School’s first academic journal. The journal is now welcoming submissions through the end of May for its inaugural edition, slated for publication in Fall 2022. Under development for nearly a year, the Neag School of Education Journal is an editor-reviewed, open-access, annual journal.

For the first time since Spring 2019, the Neag School of Education community is planning to celebrate Commencement Weekend on campus at UConn Storrs.

UConn’s Neag School of Education appears for the seventh consecutive year as one of the top 20 public graduate schools of education in the United States, tied at No. 17, per the 2023 U.S. News & World Report rankings released earlier today.

William “Bill” Servedio, associate professor emeritus and a former dean of the Neag School, passed away on Monday, Dec. 27, 2021.

Two new staff members recently joined the Neag School Dean’s Office, and the Department of Educational Psychology also welcomed new staff and faculty.

A new book co-authored by Neag Professor of Educational Policy Casey Cobb is the latest installment in a series that examines controversial claims surrounding major political and cultural issues in America.

The Neag School of Education, the Connecticut Writing Project, and the UConn Department of English invite your students to enter the 29th annual Letters About Literature contest.

“Parents who want their kids to be more creative may be tempted to enroll them in arts classes or splurge on STEM-themed toys. Those things certainly can help, but as a professor of educational psychology who has written extensively about creativity, I can draw on more than 70 years of creativity research to make additional suggestions that are more likely to be effective – and won’t break your budget,” says James Kaufman, a professor of educational psychology at the Neag School of Education.

With a General Election just around the corner, the so-called “sleepy” town of Guilford has made national headlines, gripped by a polarizing debate over what’s being taught in schools. Guilford High School English Chair George Cooksey and Superintendent Paul Freeman explain that while critical race theory is not itself taught in the K-12 environment in Guilford, “dimension” and diversity of source material is still a priority. Plus, a new Black and Latino Studies elective is rolling out in Connecticut high schools next fall, following the first mandate of its kind in the country. A Windsor High School teacher and student who are piloting the course weigh in.

With federal funding, Lisa Sanetti and colleagues will explore interventions to help reduce schoolteacher stress and improve mental well-being, with the long-term goal of retraining teachers in classrooms.