In the News

Professor Niral Shah discusses why the false narrative that "Asians are good at math" is harmful and what educators can do about it (also published in The Chicago Reporter, Idaho Press-Tribune and other outlets).

Great UWeek feaure delves into a discussion with new Director of Teacher Education Ken Zeichner about the many elements required to fully prepare a new teacher for the classroom.

Faculty members James Mazza and Tom Halverson comment on offering digital mental health support to children — a challenge that providers, schools and academics are beginning to navigate in the wake of the coronavirus.

The Washington State Budget and Policy Center named current student Jillian Pennyman their 2013 - 2014 Betty Jane Narver Fellow. This fellowship was intended to increase the number of diverse voices in public policy and will provide Jillian the opportunity to work directly with their policy team.

Professor Ed Taylor writes about the need to recognize the past, address current problems and imagine the future we want in creating safe and vibrant communities.

A UW College of Education report examining the implications of “non-dominant” parent involvement in schools for equity in education is cited, with comments from Professor Ann Ishimaru.

The gift will expand the UW College of Education's financial support for and recruitment of teacher candidates from diverse backgrounds, including candidates of color and those who are multilingual.

Professors Kenneth Zeichner and John Bransford are cited among the nation's most influential academics informing public discussion of education policy.

Knowledge in Action (KIA), an approach to project-based learning (PBL) pioneered at the UW College of Education by professors emeriti Walter Parker, Sheila Valencia, Susan Nolen and John Bransford, continues to inspire and informed a recent study referenced in an Education Lab op-ed published earlier by The Seattle Times. The op-ed highlights how project-based learning teaches critical thinking, one of the most important skills for students to develop and that is correlated with academic success and increases in empathy. Rather than approaching learning through memorization and top-down deployment of instructions, rigorous PBLs like KIA encourage students to learn through experimentation and observation.

Tricia Lewicki, a UW College of Education graduate who teaches at Seattle's Beacon Hill International School, shares the joys and challenges of being a veteran teacher.