Former Lecturers

Spring 2014

Edward P. Mulvey (video available)
Brian A. Nosek (video available)
Laura L. Justice (video available)
James P. Spillane (video available)

Fall 2013

Elizabeth Stuart
Stephen Raudenbush
Bridget Terry Long (video available)
David Figlio

Spring 2013

Pamela Morris
Gregory Walton
Charles Hillman
Celene Domitrovich
Charles Smith
Vivian Tseng

Fall 2012

Howard Bloom
David Lancy
Jens Ludwig
William Perez
Cybele Raver

Spring 2012

Don Deshler & Lynn Fuchs
Niobe Way
Doug Downey
Catherine Riegle-Crumb
Robert McMahon

Fall 2011

Howard Stevenson
Hiro Yoshikawa
Rebecca Maynard
Greg Duncan

Spring 2011

Chris Hulleman
Jessaca Spybrook
Richard Lerner

Fall 2010

Sean Reardon
Sue Dynarski
Jonah Rockoff
Mark Greenberg

Curry Education Research Lectureship Series

All lectures are FREE and open to the public. No registration is required.
Bagels and coffee will be available.
Parking is available at the Central Grounds Parking Garage.

For recommended readings or other questions about the series, please contact CurryVEST@virginia.edu

Lectures are sponsored by the Virginia Education Sciences Training (VEST) Program, supported by the U.S. Department of Education Institute of Education Sciences (IES), and the Curry School of Education Dean’s Office.

Fall 2014

Catherine P. Bradshaw A Partnership-Based Approach to Scaling-up Evidence-based Programs to Prevent Behavior Problems in Schools

Catherine Bradshaw, Professor & Associate Dean for Research and Faculty Development, University of Virginia
Friday October 10th 2014, 11:00-12:30 PM  
Holloway Hall (Rm 116), Bavaro Hall
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Catherine Bradshaw, Ph.D., M.Ed. is a Professor and the Associate Dean for Research and Faculty Development at the Curry School of Education at the University of Virginia (U.Va.); prior to her current appointment at U.Va., she was an Associate Professor and the Associate Chair of the Department of Mental Health at the Johns Hopkins Bloomberg School of Public Health. She holds a doctorate in developmental psychology from Cornell University and a master’s of education in counseling and guidance from the University of Georgia.

Her primary research interests focus on the development of aggressive behavior and school-based prevention. She collaborates on research projects examining bullying and school climate; the development of aggressive and problem behaviors; effects of exposure to violence, peer victimization, and environmental stress on children; and the design, evaluation, and implementation of evidence-based prevention programs in schools. She presently collaborates on federally supported randomized trials of school-based prevention programs, including Positive Behavioral Interventions and Supports (PBIS) and social-emotional learning curricula. She also has expertise in implementation science and coaching models.

Dr. Bradshaw works with the Maryland State Department of Education and several school districts to support the development and implementation of programs and policies to prevent bullying and school violence, and to foster safe and supportive learning environments. She collaborates on federally-funded research grants supported by the NIMH, NIDA, CDC, and the Institute of Education Sciences. She is an Associate Editor for the Journal of Research on Adolescence and the editor of Prevention Science. She is a coeditor of the Handbook of School Mental Health (Springer, 2014).

Abstract: This project focuses on a state-wide effort to scale up an evidence-based model called Positive Behavioral Interventions and Supports (PBIS) across the state of Maryland. This decade-long partnership has provided training to over 900 schools with the goal of reducing behavior and mental health problems, improving school climate, and optimizing academic outcomes for students in grades K-12. A more recent effort has been launched to address issues related to equity and the over-representation of students of color in discipline and special education data. A series of partnership-based research projects has been launched by the Maryland State Department of Education, Sheppard Pratt Health System, and researchers at Johns Hopkins University and the University of Virginia, which have leveraged federal funding from NIMH, US Department of Education, IES, Centers for Disease Control and Prevention, National Institute of Justice, SAMHSA, etc. to conduct rigorous research on PBIS and to integrate other evidence-based models within the tiered prevention framework. This session will focus largely on the formation of the PBIS Maryland Partnership and recent efforts to provide training related to cultural proficiency.

 

Information, Choice, and Decision-Making: Field Experiments with Adult and Student School Choosers

Susanna Loeb, Professor of Education, Stanford University
Friday November 14th 2014, 11:00-12:30 PM  
Holloway Hall (Rm 116), Bavaro Hall
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Susanna Loeb is the Barnett Family Professor of Education at Stanford University, founding director of the Center for Education Policy Analysis, and Co-Director of Policy Analysis for California Education. Her research addresses policies affecting educator workforce development, school finance and school governance.

 

Jeffrey HenigThe Politics of Educational Research

Jeff Henig, Professor of Political Science and Education, Teachers College Columbia University
Friday December 5th 2014, 11:00-12:30 PM  
Holloway Hall (Rm 116), Bavaro Hall
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Jeffrey R. Henig is a professor of political science and education at Teachers College, Columbia University, where he also serves as chair of the Department of Education Policy & Social Analysis. He is the author, coauthor, or co-editor of ten books, including The Color of School Reform: Race, Politics and the Challenge of Urban Education and Building Civic Capacity: The Politics of Reforming Urban Schools both of which were named--in 1999 and 2001, respectively--the best book written on urban politics by the Urban Politics Section of the American Political Science Association, and Spin Cycle: How Research Gets Used in Policy Debates: The Case of Charter Schools, which won the American Educational Research Association’s Outstanding Book Award in 2010. His most recent book, The End of Exceptionalism In American Education: The Changing Politics of School Reform, was published by Harvard Education Press in 2013.  

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