Juan Zavaleta Berdeja had a question that drove him to graduate school. In answering it, he hopes to effect educational change for students.
In Pursuit of Educational Justice
What Predicts Legislative Success of Early Care and Education Policies?: Applications of Machine Learning and Natural Language Processing in a Cross-State Early Childhood Policy Analysis
UW College of Education faculty, Soojin Oh Park and Nail Hassairi, conducted a study that proposes a new analytic approach to unlocking the potential of legislative data to inform future policymaking in the early care and education frontier. Very few studies in the field of early childhood consider how policymaking occurs at state and federal levels and under what conditions state legislators achieve success in committees, on the floor, and at the enactment stage of the legislative process. The authors’ findings may help guide targeted advocacy efforts by assigning thing policy priorities to more senior legislators (or not intensely involving senior legislators with legislation that may be relatively easy to pass), identifying which policy priorities to push for in times or large/small majorities in the legislative bodies, or may be useful for early childhood researchers and organizations engaging in state legislative action.
Using Data to Improve Teacher Education: Moving Evidence Into Action
Professor Charles Peck of the UW College of Education co-wrote this book with Kristen Cuthrell, Desiree H. Pointer Mace, Tine Sloan, and Diana B. Lys. In their book, the authors provide concrete examples of how data can be used by faculty, staff, and program leaders to improve their collective work as teacher educators. This collaborative effort between researchers and practitioners presents lessons learned to assist teacher educators who are engaged daily with the challenges of making data useful and used in their programs.
Investigating Young Children’s Conceptualizations of Disability and Race: An Intersectional, Multiplane Critique
In this essay, Maggie Beneke, assistant professor at the UW College of Education, proposes the need for intersectional, multiplane qualitative data generation in studying young children’s disability and race conceptualizations to account for the ways intersecting, oppressive ideologies are perpetuated in young children’s worlds. In this essay, Beneke briefly describe sand critiques extant data generation practices, concluding with possibilities for future investigations.
Cross-Racial Agency: Exploring a New Form of Collaborative Practice to Support Men of Color in Higher Education
Men of color have been the focus of a growing number of research studies, as educators and policy makers attempt to address educational equity gaps. Compared with other educational settings, less attention has focused on how to increase persistence and graduation rates of men of color pursuing baccalaureate degrees. Yet, national statistics over the past two decades show that men of color in colleges and universities graduate at lower rates than all other populations, including their same-race women peers. Associate Professor, Joe Lott, II, along with co-authors Dalva Perez and Theresa Ling Yeh, conducted research to examine a collaborative, equity-based inquiry approach to respond to equity gaps for men of color in college. Their study used a social design experiment (SDE) approach to examine what happens when staff of color on a predominantly White campus come together to address educational inequities for men of color. The researchers’ findings suggest that developing communities of practice through this SDE approach could lead to more enriched and comprehensive responses and to systemic organizational change.
A Shockingly Simple Way to Improve Online School
EdSurge is an award-winning education news organization that reports on the people, ideas, and technologies that shape the future of learning. This article promotes the benefits of using two computer screens to improve virtual learning. The UW College of Education is mentioned.
Partnerships Work to Overcome Education Gaps Highlighted by COVID-19 Crisis
The Seattle Teacher Residency program is highlighted in the article. This program is a partnership between the UW College of Education, Seattle Public Schools, Alliance for Education and Seattle Education Association was established in 2012 to create a larger pipeline of diverse, highly qualified teachers serving the city's most poverty-impacted schools.
Comprehensive review of James Banks’ “Diversity, Transformative Knowledge and Civic Education: Selected Essays"
Margaret Smith Crocco of the University of Chicago Press recently conducted a comprehensive review of Professor James Banks’ most recent book entitled, “Diversity, Transformative Knowledge and Civic Education: Selected Essays.” The review was published in the Fall 2020 issue of “Schools: Studies in Education,” a journal published by the University of Chicago Press. Banks indicated that this review is not just a review of his book but an informative and insightful description of his 50-year career. Banks is the Kerry and Linda Killinger Endowed Chair in Diversity Studies Emeritus and is the founding director of the Center for Multicultural Education at the University of Washington, which is now the Banks Center for Educational Justice. Read the review.
Gaming Has Benefits and Perils – Parents Can Help Kids by Playing With Them
Katie Headrick Taylor, an education researcher and professor of digital literacy, studies the education benefits and perils of digital gaming. These range from providing opportunities for collaborative problem-solving to displaying content that perpetuates racism and sexism. Headrick Taylor provides an analysis about gaming benefits and perils.
UW College of Education Professors Make Edu-Scholar Public Influence Rankings
Two UW College of Education professors – Ken Zeichner and Django Paris – are included in the 2021 RHSU Edu-Scholar Public Influence Rankings. These rankings rate the university-based scholars in the United States who did the most this past year to shape educational practice and policy. Simply being included in this list of 200 scholars is an accomplishment, given the 20,000 or more who might qualify. The list includes the top finishers from last year, augmented by “at-large” nominees chosen by the 28-member Selection Committee.