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This program focuses on increasing learning and performance on AP exams while encouraging college aspirations and application for low-income and minority students.
The Children’s Learning Clinic (CLC) is a scientist-practitioner training clinic located in the Sheila C. Johnson Center for Human Services. The CLC offers comprehensive, affordable, and evidence-based assessment and treatment services for children suspected of having attention-deficit/hyperactivity disorder (ADHD) and related difficulties.
The Contemplative Teaching and Learning (CTL) Lab applies the contemplative sciences to informing our understanding of life-span development and education.
The Curry Autism Spectrum Disorder (ASD) Research Group aims to conduct research that further clarifies our understanding of ASD and related interventions. In addition, the group strives to provide comprehensive and efficient diagnostic services via Curry Autism Spectrum Services (CASS), a multidisciplinary team within the Sheila Johnson Center for Human Services.
At the Curry School we believe engineering design engages students in solving authentic and relevant problems, making decisions in light of uncertainty, and developing criteria for their designs and understanding.
The laboratory provides research opportunities for faculty and graduate students in the masters and doctoral degree programs in Sports Medicine/Athletic Training at the University of Virginia.
The Exercise Physiology Core Laboratory measures metabolic and hemodynamic responses to exercise and provides measures of body composition.
The Institutes on Academic Diversity are professional development opportunities for teachers and administrators that grew from Curry professor Carol Tomlinson’s research in differentiating instruction.
Early literacy screening is the key to providing effective literacy instruction and preventing future reading problems. The Phonological Awareness Literacy Screening (PALS) provides a comprehensive assessment of young children’s knowledge of the important literacy fundamentals that are predictive of future reading success. PALS is the state-provided screening tool for Virginia’s Early Intervention Reading Initiative (EIRI) and is used by 99% of school divisions in the state on a voluntary basis.
The Prisoners and their Families Project aims to better understand inmates’ experiences of prison life and the impact of imprisonment on prisoners’ families.
Project Parallax is a collaborative effort between faculty at the University of Virginia and the Henry County Schools funded from the U.S. Department of Education. The grant is focused on using curriculum as the vehicle for talent recognition and development in elementary students. Our goals are to increase teacher’s STEM (Science, Technology, Engineering and Mathematics) content knowledge and their capacity to provide appropriately challenging STEM instruction differentiated to meet the needs of gifted and talented students. Our curriculum uses Problem Based Learning infused with differentiation and dynamic media, to provide students opportunities to exhibit and extend their talent.
Relationships, Ecologies and Activities for Developing Youth (READY). We are interested in how settings and interactions can be optimized to best meet adolescents’ developmental needs.
The Robert H. Tai Research Group is a research team based at the Curry School of Education at the University of Virginia.
The UVA Social Development Lab, directed by Sara Rimm-Kaufman, addresses pressing questions in education science from an interdisciplinary perspective. Current projects examine how schooling and classroom experiences contribute to elementary school aged children’s social development and academic growth. The lab conducts collaborative work with the goal of providing a scientifically-based roadmap for educators making decisions for children.
Co-sponsored by the University of Virginia’s Women’s Center and the Curry School of Education, the Young Women Leaders Program (YWLP) is a voluntary mentoring program for seventh grade girls. With a focus on enhancing the qualities of competence, connection, and autonomy, the program has served over 1000 girls, supporting their leadership abilities, self-discovery, respect for diversity, healthy decision-making, and civic engagement.