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Education Week
Gossip and social ostracization may come far down on the list of concerns for educators trying to prevent bullying, yet emerging research suggests relational bullying, though often the most frequently overlooked, may hold the key to changing an aggressive culture in schools. Karin Frey's research is noted.
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el Nuevo Herald
In a commentary piece, Professor Katie Headrick Taylor discusses the importance of all educators, be they parents or teachers, using data wisely to build pathways to better futures for young people.
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Viewpoints
College alum Rocia Mendoza, GO-MAP and Bonderman Travel Fellow, reflects on how these awards enriched her life in the latest issue of Viewpoints.
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Times Higher Education
The University of Washington College of Education is No. 15 in the 2020 Times Higher Education World University Rankings, which assess universities by their performance in education, teacher training and academic studies in education subjects.
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University Week
Central offices of urban school districts have been able to shift their focus from administration and compliance to improvement of teaching and learning districtwide by making five key changes, according to a new report by researchers from the UW College of Education.
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The Seattle Times
Professor Ed Taylor reflects on the teaching of Martin Luther King Jr. and the importance of connecting with other groups of people and striving for ways to build commonality.
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CRPE
Portfolio school districts are promising new developments but they still have big problems to solve, is how Dr. Paul Hill describes reforms in the four big cities being studied by his team at the Center on Reinventing Public Education (CRPE).
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UW News
Four new books written or edited by UW College of Education faculty and researchers are noted along with a Q&A with Professor James A. Banks.
NYTimes editorial praises the Robinson Center's program for work with seventh and eight graders. The University of Washington has long allowed a select group of seventh and eighth graders, none older than 14, to skip high school entirely and enter a one-year “transition school” in which they live at home to ease the social adjustment while taking courses on campus taught by an experienced faculty. The courses include physics and precalculus along with English, history and ethics. In the following year, transition-school graduates become regular full-time students.
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Brown Center Chalkboard (The Brookings Institution)
Professor Min Sun shares lessons from her research on the impact of federal stimulus money for schools during the Great Recession and how those lessons could help policymakers rebuild and reinvest in the most disadvantaged schools and communities.