In the News

Research Associate Julie McCleery, author of the "State of Play: Seattle-King County" report, has received a population health pilot research grant for a project supporting equitable access to physical activity for children in King County.

Anne Reece, principal of White Center Heights Elementary in the Highline School District, has overseen a striking and rapid increase in test scores at the high-poverty school. Her approach to group-based learning is the subject of a Seattle Times story by reporter Claudia Rowe. Reece is a College of Education alum and was mentored by Dr. Sheila Valencia. 

Professor William Zumeta comments on Washington state’s education budget and the possibility of cuts in the face of the COVID-19 pandemic.

Professor Jessica Thompson discusses the College of Education's efforts to develop systems that help spread knowledge of ambitious teaching and learning in math, science and other disciplines in a guest column.

The groundbreaking analysis of the culture of schools and the reasons for their failures done by the late UW College of Education professor is noted in an obituary.

Juan Zavaleta Berdeja had a question that drove him to graduate school. In answering it, he hopes to effect educational change for students.

An article by UW College of Education doctoral student Christine Tran discusses connections between school gardens, learning and educational equity while offering suggestions for fostering support for school gardens.

Stephen Fink, executive director of the UW Center for Educational Leadership, discusses topics including professional development for principals, teaching effectiveness, state licensure systems, career ladders and leader effectiveness in a Q&A.

Assistant Professor of Learning Sciences & Human Development Emma Elliot-Groves was recently interviewed and cited for an article about Indigenous suicide by the Toronto Star. When suicidal behavior among members of the Cowichan Tribes in British Columbia increased more than 2.5 times between 2007 and 2012, Emma, who is originally from the community, was invited to find out why. By taking a narrative storytelling approach to working with community, rather than using the typical western concepts of individualism and autonomy, she was able to conduct mental health assessments “in a way that highlighted Indigenous concepts of self, and engaged Indigenous teaching and learning strategies.”

The UW College of Education’s INSPIRE project hosted its first Education Design Lab for Seattle area teachers in July 2015. During the workshop, teachers co-designed, tested and refined learning experiences that use technology in a purposeful way.