The University of Connecticut will begin a teaching certification program in Mandarin Chinese next year, in response to a need for Mandarin elementary and high school teachers both at the state and national level.

Professor Catherine Little writes this original piece for the National Association of Gifted Children, about rethinking the practice of using gifted learners as peer tutors in the classroom.

In affiliation with the Neag School’s Center for Education Policy Analysis (CEPA), a group of doctoral students in the Learning, Leadership, and Education Policy program have recently released three issue briefs, each of which offers a closer look at specific topics of discussion in the realm of education, as well as recommendations for the future.

They are among 59 students that took part in the Jack Kent Cooke’s Young Scholars program July 7-27, a national scholarship initiative for students in 8th through 12th grade who demonstrate exceptional academic abilities, unique talents, and persistence.

Undocumented children and families face unique challenges that can affect their schooling experience and require the attention and care of educators. Chelsea Connery ’13 (ED), ’14 MA, a former public school teacher and now a Neag School doctoral student in the Learning, Leadership, and Education Policy program, prepared the following issue brief — in affiliation with the Center for Education Policy Analysis (CEPA) — about the impact of undocumented status on children’s learning. 

Alexandra Lamb, a doctoral candidate in the Learning, Leadership, and Education Policy program at the Neag School, prepared the following issue brief — in affiliation with the Center for Education Policy Analysis (CEPA) — about school districts that are introducing technology into classrooms through what are known as 1:1 programs.

This morning, Neag School Professor George Sugai, an expert in positive behavioral interventions and supports (PBIS), was invited to speak about PBIS and improving school climate with representatives from the U.S. Department of Education’s Federal Commission on School Safety, who made a field visit to an elementary school in Maryland’s Anne Arundel County to learn more about the impact of implementing PBIS practices. 

Samuel J. Kamin, a doctoral student in the Learning, Leadership, and Education Policy program at the Neag School, prepared this issue brief on career and technical education in affiliation with the Center for Education Policy Analysis (CEPA).

A recent national survey reported that millennials are struggling with their knowledge of the Holocaust. The survey results show that 22 percent of millennials have not heard of, or are not sure if they have heard of the Holocaust, and that 66 percent could not identify Auschwitz.

Neag School alumna Megan Baker ’12 6th Year, a graduate of the UConn Administrator Preparation Program (UCAPP), has served since 2015 as principal of Tourtellotte Memorial High School, a public high school in the Thompson (Conn.) school district with 251 students in Grades 9 to 12. Prior to that, Baker was curriculum director for pre-K to Grade 12 and part-time assistant principal at Tourtellotte. Baker is also a member of the Neag School Alumni Board. In this special photo essay, photographer Cat Boyce shadowed Baker earlier this spring in order to offer a glimpse into a typical day in the life of Baker and her role in principalship.