In the News

A look inside the new program, led by Professor Joe Lott, advocating for black and brown students on campus.

Stephen Fink and Anneke Markholt, executive director and associate director of the UW Center for Educational Leadership, describe a research-based curriculum that is setting a new standard for school leadership professional development.

The Northwest Asian Weekly Foundation recently created an endowment to support undergraduate students at the UW College of Education.

The UW Center for Educational Leadership’s Sharon Williams writes about the power of a theory of action to help take a school district from good to great.

Pay attention to the American Educational Research Association, writes columnist Lynne K.Varner. The ideas and trends discussed by its members today will be part of the education-policy debates of tomorrow. Margery Ginsberg is featured for her work with Cleveland High School and a recent AERA award. 

Professor Nancy Hertzog comments on how an inquiry-based curriculum at an experimental non-profit school on the campus of SpaceX could give students the opportunity to pursue their interests, put ideas into context and acquire basic skills to solve problems.

Sixty middle and high school GEAR UP educators from across the state converged on the UW campus for a summer institute, “The Common Core: Preparing GEAR UP Students for Rigor and Academic Success.” It provided an opportunity for teachers, curriculum directors, principals and GEAR UP staff to become familiar with the new Common Core State Standards (CCSS). The mathematics track was facilitated by instructors from the UW College of Education Mathematics Education Project. The English language arts track was facilitated by Sheila Valencia, UW College of Education professor in curriculum and instruction, and Lorena Guillen, a UW graduate student in curriculum and instruction.

The transformation of Seattle’s Rainier Beach High School and Professor Ann Ishimaru's recent paper in the Journal of Educational Administration exploring how local families, students and community members partnered with educators is featured.

Researchers into handwriting argue that penmanship is a foundational skill in student success, pointing to studies that show cursive writing stimulates areas of the brain unaffected by keyboarding and helps children develop skills in reading, spelling, composition, memory and critical thinking. Virginia Berninger is quoted.

Jesse Hagopian (MIT '06), co-editor of "Teaching for Black Lives," discusses his book in advance of a community gathering hosted by the UW Center for Educational Justice.