Mungal and others also note that there has been no independent research of Relay’s programs or the success of its graduates. But Robert Pianta, dean of education at the University of Virginia, countered that the same criticism can be made of traditional teacher preparation programs, as well.
“Seattle is definitely on the forefront with this,” said Robert Q. Berry III, the president of the National Council of Teachers of Mathematics. “What they’re doing follows the line of work we hope we can move forward as we think about the history of math and who contributes to that, and also about deepening students’ connection with identity and agency.”
“Our aim for this project is to increase not only the quantity but the quality of school mental health professionals,” said Julia Taylor, assistant professor of counselor education.
“One of the important pieces of becoming a professional in a mental health field is that there's a need to do fieldwork,” Assistant Professor in Clinical and School Psychology Michael Lyons said.
Matthew studies racial disparities in public health and is affiliated with the UVa School of Law. Matthew founded the center alongside Nancy Deutsch, of the Curry School of Education; Bonnie Gordon, of the College of Arts and Sciences; and Barbara Brown Wilson, of the School of Architecture.
“There’s a misunderstanding in where the dangers are,” said Dewey G. Cornell, a psychologist and professor at the University of Virginia. “Kids are at far greater danger going to and from school, than they are in the classroom,” he said. “School counseling, academic support, that’s gonna do far more to keep our communities safe.”
Atteberry and her colleagues, who included Daphna Bassok and Vivian Wong from the University of Virginia, then followed the students’ progress throughout the school year.
“We can’t teach math overnight," Catherine Bradshaw, senior associate dean for research and faculty development in the Curry School of Education and Human Development at the University of Virginia, told TODAY Parents. "It is not a skill you can learn in an hour. That is the whole issue with social emotional learning."
A multi-million dollar gift will support professorships and fellowships for early childhood education.
Janet Batten, the wife of the late Frank Batten, Sr., presented the $10 million gift to the University of Virginia Curry Schools of Education and Human Development on Tuesday.
Benjamin Castleman, an associate professor of education and public policy at the University of Virginia, who has had some discussions with RaiseMe about the design of its program for first-year students, is intrigued by the idea. Castleman’s research focuses on using nudges, or low-cost, low-touch interventions, to encourage students to follow through on their intentions.
Dewey Cornell, an education professor at the University of Virginia, is uncertain how chilling images of the worst case scenario might affect students and parents.
“School shootings are terrifying events – they tug at our heartstrings. And we see images of them over and over again, which magnifies the perception that they’re pervasive,” Cornell said.
“The approaches we’ve taken to take these strategies to scale haven’t worked,” said Ben Castleman, an associate professor of education and public policy at the University of Virginia. He directs the Nudge4 Solutions Lab at UVa, which uses tools honed by behavioral economics and social psychology to try to improve college and employment outcomes.
Diversifying the teacher workforce is a “shared challenge,” said Stephanie van Hover, chair of the curriculum, design and special education program at the University of Virginia.
The Virginia Institute of Autism, University of Virginia, and Children's Dentistry of Charlottesville are studying how to make trips to the dentist less stressful for people with autism and their families.
The STREAMin3 initiative, in 112 classrooms across Virginia this year — 62 of them in Western Tidewater — is designed to prepare children for success in kindergarten and beyond, with a focus on the “STREAM” skills of science, technology, reading, engineering, art and math.
One published in Preventive Science in June 2009 called "Altering School Climate through School-Wide Positive Behavioral Interventions and Supports: Findings from a Group-Randomized Effectiveness Trial," written by Catherine Bradshaw, Christine Koth, Leslie Thornton and Philip Leaf, studied 37 elementary schools over a five-year period. The study "revealed a significant effect on PBIS on the schools' overall organizational health, resource influence, staff affiliation and academic emphasis," its abstract says.
“Suddenly, there may be no more recess or choice time; they’re going from teacher to teacher with new sets of peers; and they’re feeling more achievement pressure,” explains Nancy Deutsch, director of the Youth-Nex Center at the University of Virginia and a leader of the Remaking Middle School Initiative, a national movement to improve middle school.
Schools can accomplish this by mixing up lunch room seating, says Joanna Lee Williams, an associate professor of education at the University of Virginia, “but it needs to be intentional so it’s not sorted stereotypically with gamer kids at one table and sporty kids at another.”
The Comprehensive Student Threat Assessment Guidelines...were developed by Dewey G. Cornell, a forensic psychologist and professor of education at the University of Virginia.
William Therrien, a special education professor at the University of Virginia Curry School of Education and Human Development, has visited Flint twice since 2017 to interview parents and current and former teachers to evaluate the special education services in place after the water crisis. He provided a declaration of his findings in support of the lawsuit against the Flint schools.
The other two people with local ties are Derrick P. Alridge, a professor of education and director of the Center for Race and Public Education in the South at the University of Virginia Curry School of Education and Human Development, and Fluvanna County resident Anne Marie Evans, who is the director of Education and Outreach - New American History at the University of Richmond.
“Kevin’s work is really important in terms of understanding differences at the neurological level between boys and girls, and will be helpful in terms of understanding how we make diagnostics better,” said Mazurek, who recently evaluated changes between diagnostic standards and discovered that the new standard is more likely to miss girls with autism.