The University of Connecticut’s Early College Experience (ECE) Program allows high school students to earn UConn credits and meet general education requirements by taking college courses while still in high school. UConn’s Neag School of Education, consistently ranked as one of the top 20 public graduate schools of education in the nation, recently piloted several education courses and next year will offer courses in multiple high schools across Connecticut.
Congratulations to Anamaria Arteaga, the July 2022 Holmes Scholar of the Month. Arteaga is a Ph.D. student at the University of Connecticut’s Neag School of Education. As the service-learning course instructor for the Human Rights and Action Learning Community, she currently works as a graduate assistant for Community Outreach. Arteaga is also a board-certified behavior analyst (BCBA) with a background in applied behavior analysis (ABA) who has worked with children diagnosed with autism spectrum disorders (ASD) and other related disabilities.
Kenya Overton and Andrew Kuck, Neag School of Education doctoral students in the Department of Curriculum and Instruction, prepared the following rapid research brief on secondary math education with the Center for Education Policy Analysis, Research, and Evaluation (CEPARE).
Soribel Torres-Jimenez ’23 (ED), a bilingual elementary education major from Waterbury, who will present about English language learners and curriculum to pre-teaching majors at UConn. She will also partner with a professor to present to education students about bilingual education and to kindergarten students through the organization Jump Start.
Britney Jones, Neag School of Education doctoral student in the Department of Educational Leadership, prepared the following rapid research brief with the Center for Education Policy Analysis, Research, and Evaluation (CEPARE).
Are charter schools like polluting industries? That’s a provocative analogy, but two University of Connecticut researchers explore it in a recent paper. They contend that, while some charter schools may help students, the sector needs stronger regulation to prevent harm to students and school districts. “I would argue that, even if there are benefits, that does not give you carte blanche to not regulate or mitigate the harms that occur,” Preston C. Green III, the paper’s lead author, told me.
Elizabeth Zagata, Neag School doctoral candidate in the Department of Educational Psychology, prepared the following rapid research brief on superintendent relationships with school boards with the Center for Education Policy Analysis, Research, and Evaluation (CEPARE).
On Thursday, May 12, 2022, the University of Connecticut Office of Global Affairs commemorated the 30th Anniversary of the Baden-Württemberg – Connecticut Partnership at UConn Avery Point campus’ Branford House honoring a visiting delegation led by Theresia Bauer, Baden-Württemberg Minister for Science, Research and Arts, and consisting of representatives from UConn’s partner institutions of higher education within that state in Germany.
Throughout the academic year, the Neag School is proud to share the latest achievements of its faculty, staff, students, and alumni. Explore their most recent promotions, awards, retirements, publications, and more: Dean’s Office Department of Curriculum and Instruction and Teacher Education Department of Educational Leadership Department of Educational Psychology Faculty/Staff Students Alumni In Memoriam Dean’s […]
arah R. Luria, a Ph.D. candidate in Neag School of Education’s Educational Psychology program, has been selected as one of 100 recipients of the $20,000 Scholar Award from the Philanthropic Educational Organization (P.E.O.) Sisterhood.
