In the News

Professor Deborah McCutchen discusses the development of reading skills and comments on the debate about exposing kids to quality literature versus comics and mainstream books.

Dr. Ann Ishimaru, associate professor of educational foundations, leadership and policy, was quoted in an article published by The New York Times about new research tracking the impact of pandemic disruptions on student learning. Using data comparing test results from the past year with earlier years, the findings paint an alarming picture of an education system plagued by racial and socioeconomic inequities that have only gotten worse. But contrary to images conjured by phrases like "learning loss," almost all students made gains during the pandemic, just at a slower rate than normal. Additionally, the usefulness of measuring student performance during a year of upheaval and trauma has been contested. "The problem with the learning loss narrative is it is premised on a set of racialized assumptions and focused on test scores," said Dr. Ishimaru, who engages in community-based research that centers the experiences of BIPOC and immigrant families navigating educational systems. "What if we were to focus on the learning found, and then we rebuild our education systems from that learning?" she added.

Professor Ilene Schwartz comments on a U.S. Department of Education draft vision statement about inclusive early education and recommendations for implementation in schools.

Affiliate professor Megan Bang is featured in an article in The Daily Northwestern titled “ETHS stopped a Native student from walking at graduation. Family members say it indicates a need for schoolwide change.” The article features Megan’s son, Nimkii, and how his high school administrators did not allow him to walk at graduation because he added an eagle feather to his cap and traditional Ojibwe floral beadwork to his cap and stole. “I couldn’t just give up my eagle feather in the hands of a stranger,” Nimkii Curley said. “I couldn’t give up my identity like that.” “For us, him graduating and walking and doing what he’s done is an act of leadership,” Megan said. “It’s actually an act of community healing and familial healing.” Megan also speaks about this educational injustice and her son’s act of leadership in the Chicago Sun Times, The Epoch Times and ABC7. 

Dafney Blanca Dabach investigates how teachers and their students of different citizenship statuses navigate tensions in formal state-sponsored citizenship education.

The UW College of Education's doctoral program in school psychology has been ranked among the nation's top 25 programs, with special notice for its emphasis on social-emotional health.

What operating principles should be kept in mind for building sustainable research-practice partnerships? Philip Bell, Shauna C. Larson Chair in Learning Sciences, offers four suggestions for short- and long-term success.

The Brotherhood Initiative, led by the College of Education's Joe Lott, is focused on creating an environment where black male students can succeed.

High school teacher Jenna Vandenberg discusses her experience working with Professor Walter Parker to rethink high school Advanced Placement Civics.

Walter Parker, professor of social studies education, shares his thoughts on the connection between education and a healthy democracy in an event designed to help parents prepare their kids to be citizens.