Education Funding Must be a Priority for Biden Administration

Friday, November 13, 2020

David S. Knight, assistant professor of education, finance and policy at the UW College of Education, co-wrote an Op-Ed piece focused on prioritizing education funding. “The Biden administration must make public education its top domestic priority because Covid has exacerbated pre-existing social and educational inequities and, if left unaddressed, will lead to serious harm to our children - our nation’s greatest asset."

New Story Collections Reconsider History and Upend Tradition

Tuesday, November 10, 2020

Siamek Vossoughi’s new short story collection titled “A Sense of the Whole, Short Story Collection” received a book review. Vossoughi worked last year as an artist-in-residence in the UW College of Education. He currently works as an instructor and grader for the Brotherhood-Initiative.

Indigenous Relationality is the Heartbeat of Indigenous Existence during Covid-19

Sunday, November 1, 2020

Emma Elliott-Groves’ paper titled “Indigenous Relationality is the Heartbeat of Indigenous Existence during COVID-19" was published in a Special Issue of the Journal of Indigenous Social Development, titled Vol 9 No. 3(2020): Indigenous Communities and COVID-10: Impact and Implications.  Elliott-Groves is an assistant professor at the UW College of Education. The oc-authors include: Drs. Dawn Hardison-Stevens (Program Manager, Native Education Certificate Program and Teacher Education Program, College of Ed) and Jessica Ullrich (University of Alaska Anchorage (UW School of Social Work PhD alum). 

Washington State Children With Disabilities are Left Behind by Remote Learning

Friday, October 16, 2020

The Seattle Times recently covered the struggles, challenges and impact that remote learning is having on families who have children with disabilities. Ilene Schwartz is quoted.

Restoring Indigenous Systems of Relationality

Thursday, October 8, 2020

Emma Elliot-Groves, assistant professor in the College of Education, joined with other educators to provide testimony that imagines a world that fosters stronger human relationships with each other and with the land. They argue that to do this we must first address the challenging contemporary global and national contexts that we are in and understand the paradigms that have led us to where we are. One of the key points made in this testimony is in support of the Indigenous long practiced forms of education in which land-based, play-based, intergenerational, and applied learning strategies have helped the next generation learn what it means to live in ethical and sustainable relationship with all living beings. They stress that these long-standing systems of education that have helped our children learn the full spectrum of what it means to be human, to live ethically, and to take care of one another have been interrupted by colonial models of education.

How An Unprecedented, Indefinite Crisis Forced Education Leaders to Change the Ways School Districts Operate

Tuesday, October 6, 2020

Due to the pandemic, school districts have been forced to find new creative ways to engage families who have been left out of decision making.  Jessica Rigby, assistant professor at the College of Education and her team interviewed 13 leaders from 7 Puget Sound school districts to hear about solutions that were productive, anti-racist and high quality.  The Seattle Times interviewed Rigby and others about this trend in the way school districts work.

 

Seattle Area Families of Color are Talking About Improving Remote Education. Here are Some of Their Ideas.

Sunday, September 20, 2020

Families of color are getting together to improve remote education. Ann Ishimaru, associate professor of education and Regina Elmi executive director of the Somali Parent Education Board share some of the ideas.

 

How will Seattle-area students cope with a return to online schooling when pre-COVID school was such a lifeline?

Thursday, September 3, 2020

Professors Soojin Oh Park and Holly Schindler comment on a study they are designing which will provide a snapshot of the pandemic’s effects on children’s well-being.

K–12 Schools Are Facing a Devastating Funding Crisis

Friday, August 28, 2020

Professor David Knight comments on his research showing that high-poverty districts experienced an inequitable share of funding and staffing cuts following the Great Recession and how that pattern could reemerge in the coronavirus era.

How K-12 school finance actually works — unpacking myths

Thursday, August 27, 2020

In an op-ed, Professor David Knight comments on five problematic school finance myths that must be addressed as looming state budget shortfalls could lead to funding cuts for public education.