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 LebanonRead More
Josipa Roksa sits down with Hoos Network to answer 5 questions about her research and work.
The entirely student-run Curry Research Conferencewas held for the sixth time this Friday in Bavaro Hall on the Grounds of U.Va.
Professor Alfredo Artiles discusses race, cultural framings, research.
A new curriculum with teacher supports is teaching important math and science concepts to pre-K students, concepts that might be more important in the long run than reading skills.
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).
Students entered the fray (and took home some awards) in Curry’s Fourth Annual Gingerbreadical Village Contest.
Dr. Jeff Henig from Columbia University completed a talk on entitled “The Politics of Educational Research” on Friday December 5th, 2014 for the Curry Research Lectureship Series.
Talk abstract: How should serious researchers think about the intersection of politics and education policy? The most common formulation is to construe politics as a source of interference and bias. Politics is the process through which research agendas get manipulated to sidestep challenging notions, research designs get twisted to confirm favored hypotheses, and findings get skewed to buck up the status quo. From this perspective, researchers should build as high a wall as possible separating themselves from the dynamics of politics and peer over that wall only cautiously and with both feet on the other side. But politics and policy are inextricably bound and if researchers want their work to contribute to usable knowledge they need at the very least to understand the relationship and there is a chance they need to do more than that. Building on his study of the politics of charter school research, Professor Henig will offer general reflections on the politics of education research as they play out in controversial areas like market-based reform, high stakes testing and teacher assessment.
Patricia (Tish) Jennings was invited to present a Master Lecture with my colleague Kimberly Schonert-Reichl, an education professor at the University of British Columbia, at the International Symposium for Contemplative Sciences held in Boston October 30 to November 2 that was sponsored by the Mind and Life Institute, a non-profit organization committed to building a scientific understanding of the mind as a way to help reduce suffering and promote human flourishing.
A Mind and Life Fellow, Jennings was one of the first to receive their Francisco Varela Award in 2004 that supported her program of study that has resulted in the CARE for Teachers professional development program.