If you go strictly by the official account, heatstroke was the cause of death for University of Maryland football player Jordan McNair. McNair died earlier this year following a grueling practice in which training staff failed to properly diagnose and treat his condition.
But there’s another culprit – or at least a contributing factor – that should not be overlooked.
As I argue in my forthcoming book – “From Exploitation Back to Empowerment: Black Male Holistic (Under) Development Through Sport and (Mis) Education” – what threatens black college athletes such as McNair is not just the brutal treatment to which they are subjected on the field.
The Neag School of Education welcomes four new faculty members — two in the Department of Educational Leadershipand two in the Department of Curriculum and Instruction — effective Aug. 23. In addition, René Roselle, associate clinical professor in the Neag School, has been named interim director of teacher education, for a two-year term. Roselle has served as associate director of teacher education for the past five years.
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).
