Doctoral student receives social studies research grant
Jenni Conrad, doctoral student in social studies education, was recently named the 2019 CUFA-FASSE Social Studies Social Justice Research Grant Recipient.
Conrad will receive a $10,000 research grant for her project “Grandmother Cedar as History Teacher? When Implementing Tribal Curriculum Requires Learning Through Indigenous Knowledges” and be honored at the College and University Faculty Assembly (CUFA) Conference in November.
Commentaries on data use in schools published
Commentary pieces written by two students for their master’s work in instructional leadership were recently published in Teachers College Record.
Kandi Bauman, doctoral student in higher education, authored “Do You See What I See?: A Case for Data Literacy in Advancing Equity Outcomes,” while Hope Nye (MEd ‘19) authored “Drowning in Data: Assessment’s Role in Low Retention Rates for Special Education Teachers.”
Both pieces were written for the course “Classroom Assessment Strategies: Data Use in Schools.”
Student works to close gaps to hopeful futures
Lana Huizar, a doctoral student is school psychology, is providing research support to Washington STEM as she works to make pathways to success more accessible for students from marginalized communities. Read more about the UW Community Partner Fellow.
Around the College
Bell publishes article on leveraging teacher and community expertise in science education
In a new article in the Journal of Science Teacher Education, "Infrastructuring Teacher Learning about Equitable Science Instruction," Professor Philip Bell argues for the importance of leveraging teacher and community expertise along with academic knowledge to guide improvement in science education. He describes an initiative called STEM Teaching Tools in which teachers and researchers have co-authored a collection of professional learning resources for educators focused on equitable science instruction. They are in broad use to support NGSS implementation.
Center for Leadership in Athletics awarded grant for youth engagement in sports
As a result of relationship-building via the King County Play Equity Coalition, the UW Center for Leadership in Athletics, Seattle Children’s Research Institute, Upower and Highline Public Schools were awarded a federal grant for the Youth Engagement in Sports: Collaboration to Improve Adolescent Physical Activity and Nutrition (YES) Initiative. YES is part of the newly-released National Sports Strategy, and supports the Department of Health and Human Services’ Physical Activity Guidelines. YES also focuses on improving physical activity and nutrition behaviors among minority and socioeconomically disadvantaged youth.
The partnership will bring high-quality, developmentally appropriate programming to support physical activity, fitness, sports participation, healthy nutrition, and social-emotional skill development among Highline middle school students.
The Importance of Partnerships
In the latest installment of The Throughline, UW Center for Educational Leadership Executive Director Max Silverman emphasizes the importance of collaboration for CEL and highlights a recent story about our shared work with a partner, Blaine School District. “The most sustainable growth comes from rigorous, committed, side-by-side effort,” Silverman said.
Sexton presents teacher education keynote in Namibia
Patrick Sexton, assistant dean for teacher education, presented a keynote at the University of Namibia’s recent Teacher Education Indaba on “Strengthening Teacher Preparation for Quality Teaching and Learning.”
Center releases report on improving doctoral education
An international group of researchers and leaders of doctoral education recently released a report with seven recommendations to improve doctoral education worldwide following a September convening organized by the UW’s Center for Innovation and Research in Graduate Education (CIRGE).
The report includes recommendations to enhance the development of the researchers of the future around the globe and to develop a more inclusive and respectful research environment.
Over several months prior to the September conference, “Forces and Forms in Doctoral Education Worldwide,” five expert working groups produced position papers which were presented and discussed in Hannover, Germany.
Fettig honored by Journal of Early Intervention
Professor Angel Fettig recently was named Reviewer of the Year for the Journal of Early Intervention. The award was given at this year’s DEC (Division for Early Childhood) conference in Dallas.
Artist-in-residence wins writing prize
Siamak Vossoughi, UW College of Education artist-in-residence, recently received the 2019 Orison Fiction Prize for his story “A Sense of the Whole.”
UW receives award for early childhood special education doctoral training
The UW early childhood faculty has been awarded funding as part of the U.S. Department of Education’s Office of Special Education Programs leadership consortia to support two doctoral students starting in fall 2020. The students will be fully funded for their four years in the program. For more information, contact Professor Angel Fettig.