Scott Latham, a Ph.D student in the Education Policy Program and a Batten MPP graduate, discusses his research and experience at Curry.Read More
Curry School undergraduate students and faculty are a part of five public service projects selected by the Jefferson Public Citizen program for the 2015-16 academic year.
This week, faculty members and students at the Curry School of Education are joining education researchers from around the globe for the AERA annual meeting.
Now teachers and other professionals will not have to interrupt their careers to return to Curry in order to gain additional credentials.
Curry School of Education doctoral student Fares Karam is researching how Arabs displaced by violence adapt linguistically to classrooms in their new countries, whether in Lebanon
Dr. Adam Gamoran from the William T. Grant Foundation completed a talk on entitled “New Challenges for Research on Youth Inequality” on Friday April 10th, 2015 for the Curry Research Lectureship Series.
Talk abstract: The William T. Grant Foundation supports research to improve the lives of young people, with a focus on two key areas: improving the use of research evidence in decisions that affect youth, and reducing inequality in youth outcomes. Research in these areas is challenged by recent trends: far from reducing inequality, the last several decades have witnessed increasing inequality—as well as increasing effects of inequality in one generation on the outcomes of the next. Fifteen years ago I offered two predictions about the future of inequality in education: a decline in black-white inequality and a steady state of inequality by socioeconomic origin. Both predictions were incorrect, as racial gaps have been slow to change and economic gaps have gotten worse. What went wrong? Is the current rise in inequality inevitable, or can it be addressed? These questions pose tough challenges for researchers, but answering them may point the way towards new directions for research in the future. In addition to discussing the past and future of educational inequality, I will discuss the efforts of the William T. Grant Foundation to respond to the challenges, and explain how researchers can join in these efforts.
Dr. Kevin Miller from the University of Michigan completed a talk on entitled “New Perspectives on Classroom Processes” on Friday March 27th, 2015 for the CRC Keynote and the Curry Research Lectureship Series.
Talk abstract: Two approaches to improvement have become popular in a variety fields. The first, associated with Clayton Christensen (“The Innovator’s Dilemma”) focuses on “disruptive innovations” that involve new organizations and structures. The second, associated with Atul Gawande (“Better”) argues that under-standing and improving everyday processes can be associated with dramatic improvements in effectiveness. Both approaches are being applied to education, but a real stumbling block for advocates of the Gawande approach is that we know surprisingly little about the cognitive processes that go on in classrooms. In my talk, I will describe two research projects aimed at remedying this gap. The first uses mobile eye tracking technologies to understand the cognitive processes of teachers as they teach classroom lessons. The second uses an automated speech analysis system (the “LENA”) to give teachers timely feedback about the distribution of talk between teacher and student during math lessons, with an aim of helping them to promote productive discussions. Our underlying premise is that it is now possible to make fundamental processes of teaching and learning visible for research and professional development.
Students take charge at Sixth Annual Curry Research Conference (CRC) on March 27th, 2015. CRC is an opportunity for students to share their education research with other Curry students and with faculty members. Read more about this year’s conference in this article.
Dr. Amanda Williford from the University of Virginia completed a talk on entitled “Examining the Impacts of Banking Time to Improve Outcomes for Preschool Children Displaying Disruptive Behaviors” on Friday February 13th, 2015 for the Curry Research Lectureship Series.
Talk abstract: Warm, sensitive, and responsive teacher-child interactions are linked with better academic and social-emotional child outcomes. Unfortunately, when children display disruptive behaviors they are more likely to experience teacher-child interactions characterized by conflict and negativity. Banking Time is an intervention designed to improve the quality of the teacher-child exchanges and consists of brief, play sessions between a teacher and child where the teacher follows the child’s lead, observes the child’s behavior, and reflects the child’s experience with the teacher. In this presentation, I will present the results from a recent randomized controlled trial where we evaluated the impact of Banking Time to improve preschool children’s behavior and the quality of teacher-child interactions. Classrooms (183 teachers and 440 children) were randomized into one of three conditions: Banking time (experimental), Child Time (teacher spend unspecified time with children), or Business-As-Usual (control).