Media Hits


Charlottesville Tomorrow

Children with special needs will face substantial challenges with online learning, Michael J. Kennedy, associate professor of special education at the University of Virginia’s Curry School of Education, wrote in an email. The impact would depend on how severe their needs are, he said.

“Many people who are not in education or otherwise do not have a person with a disability in their life don’t know the huge range of disabilities out there,” he said. 

Wednesday, August 5, 2020
The New York Times

Robert C. Pianta, Ph.D., the dean of the Curry School of Education at the University of Virginia, said the pandemic “pushes on a lot of the tectonics that are between those two systems.” Dr. Pianta added that there has been a reversion to the erroneously assuming, “What child care does is warehouse kids, keeps them out of parents’ hair.”

Tuesday, August 4, 2020
NBC29

A University of Virginia professional development program is arming teachers with the tools they need to succeed this fall. The seminars cover a wide range of subjects from racial equity, to mental health, and virtual learning.

UVA’s Equity Center and Youth-Nex at the Curry School of Education hosted the fourth installment of its lunch and learn professional development series, called Returning to School with Equity in Mind. The series is helping teachers in Charlottesville, Albemarle County, and beyond prepare for an online start to the school year.

Thursday, July 30, 2020
CNN

Right now, Black history is integral to American history, but not a requirement to earn a degree in teaching, nor is it a required subject area for teacher certification exams such as the Praxis, said Valerie Adams-Bass, an assistant professor of Youth and Social Innovations in the Department of Human Services at the University of Virginia Curry School of Education.

Adams-Bass has done research that shows how students with more Black history knowledge had higher career aspirations, she said.

Friday, July 24, 2020
The Daily Progress

Dewey Cornell, director of the Youth Violence Project and a professor at the Curry School, said it’s important for schools to look at their individual survey results to assess their SRO program and learn why students felt safer or didn’t.

“You have to really kind of unpack these results and realize that you know that there’s more going on than just the single question can reveal,” he said.

Friday, July 24, 2020
Education Week

In a 2017 study, a research team led by one of CARE’s developers, University of Virginia professor Patricia Jennings, focused on 224 New York City elementary school teachers. Half participated in five days of CARE training at their schools and phone coaching between sessions. The other half were wait-listed. Researchers interviewed the participating teachers before and after the training and observed their classroom interactions with students. 

The teachers who participated in CARE were better than nonparticipants at regulating their emotions, and rated lower on measures of depression, anxiety, exhaustion, and feeling pressures. Researchers who observed their teaching characterized their interactions with students as more supportive and productive. A follow-up study found the positive effects lasted into the next school year.

Tuesday, July 21, 2020
Richmond Times Dispatch

Robert Pianta, dean of the Curry School of Education and Human Development at the University of Virginia, said in an interview Monday that there is no “optimal answer” on what reopening option is best.

“They’re trying to make the best decision you can based on the information that’s available at the time. It’s imperfect,” he said of school districts around the country. “At the same time, the conditions on the ground can change rapidly.”

Monday, July 20, 2020
The Daily Progress

The free summer program from the Curry School of Education and Human Development was part of an initiative from the Children’s Defense Fund, which created the model for Freedom Schools that includes culturally responsive teaching materials. 

Saturday, July 18, 2020
The New York Times

“The virus is this huge stress test on our education system,” said Robert Pianta, dean of the school of education at the University of Virginia. “It has exposed a great deal of inequity, and we are going to see this only exacerbated in the coming months, not years. Certain kids in certain systems, depending on the resources, are going to get much closer to what looks like a typical high-quality education than others.”

Thursday, July 16, 2020
The New Yorker

The clinical psychologist Elena Hontoria Tuerk discusses the biggest threats to the psychological health of young children, how teachers will have to adjust to instructing kids during a pandemic, and the ways in which parental stress can affect kids’ growth.

Thursday, July 16, 2020
Education Week

Robert Berry III, a professor of math education at the University of Virginia and the immediate past president of the National Council of Teachers of Mathematics, said teachers need to look more closely at both what and how they are presenting material to different groups of students. 

Wednesday, June 17, 2020
The New York Times

For one thing, it can be tough to keep young kids, whose play is often quite physical, six feet apart. It’s not so much that children can’t estimate distance — many can. But “the much more tricky part is their inhibitory control — their ability to not act impulsively and do things that they want to do,” said Jamie Jirout, Ph.D., an educational psychologist at the University of Virginia’s Curry School of Education and Human Development.

Tuesday, June 9, 2020
The New York Times

The average student could begin the next school year having lost as much as a third of the expected progress from the previous year in reading and half of the expected progress in math, according to a working paper from NWEA, a nonprofit organization, and scholars at Brown University and the University of Virginia.

Friday, June 5, 2020
Education Week

The shift to online, remote learning during COVID-19 could offer new opportunities for teachers to innovate and draw out the best student work, says Robert Berry, the former president of the National Council of Teachers of Mathematics.

Thursday, June 4, 2020
Education Week

But with the stress and trauma that many students are experiencing during the shutdowns, it’s possible that the effects could be even greater, said Emily Solari, a professor of reading education at the University of Virginia’s Curry School of Education and Human Development. And it’s hard to say how foundational skills development, specifically, will be affected, she added

Monday, June 1, 2020
EdSurge

And there’s a nationwide push to reduce the amount of time it takes to get a teaching degree, to make the profession more affordable, while still giving education students plenty of experience in the classroom, says Jillian McGraw, director of teacher education at the Curry School of Education and Human Development at the University of Virginia.

Thursday, May 28, 2020
The Chronicle of Higher Education

At the University of Virginia, Ashley E. Hosbach was hearing from graduate students who felt left out of support programs geared toward undergraduates. So Hosbach, the education and social-science research librarian, teamed up with a colleague to move their research and writing cafes online.

Friday, May 8, 2020
Education Week

The idea that “math talk” can have academic payoffs isn’t new. Research studies have described the benefits of discussing mathematical thinking for decades, and the idea crops up in a stream of publications from the National Council of Teachers of Mathematics dating back 40 years, said Robert Q. Berry, the immediate past president of the organization.

Tuesday, May 5, 2020
The Washington Post

“There is no easy answer to this, and there are trade-offs everywhere, and you have to err on the side of fairness to all of the students and the validity of whatever performance measure you use,” said Robert Pianta, dean of the school of education at the University of Virginia.

Sunday, April 26, 2020

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