Educational Psychology
10 Questions With School Psychology Professor Melissa Bray
Melissa Bray is a professor of school psychology in the Neag School of Education. She joined the faculty in 1999 and is a two-time alumna of UConn, having earned her undergraduate degree in communications sciences from the College of Liberal Arts and Sciences and her master’s degree in school psychology from the Neag School. Bray is a licensed psychologist and licensed speech language pathologist; a Fellow of both the American Psychological Association and the American Psychological Society; and a member of a select group called the Society for the Study of School Psychology.
Get Ahead of Bullying and Hate Speech, Says Education Expert
A UConn education expert discusses proactive steps that schools can take to help moderate the effects of hate being modeled on the national stage.
10 Questions With Reuben Pierre-Louis, Future Special Education Teacher
Current UConn student Reuben Pierre-Louis ’17 (ED), ’18 MA is set to begin his senior year in the Neag School’s five-year Integrated Bachelor’s/Master’s (IB/M) program with a concentration in special education. In addition, he will be serving as a resident assistant this coming academic year in UConn’s new ScHOLA2RS House Learning Community.
Pilot Reading Initiative Shows Dramatic Results
The CT K-3 Reading Model, led by UConn professors, more than doubled the number of students meeting grade-level literacy goals over four years.
Neag School Faculty Member Launches Online Behavioral Assessment Tool
For teachers, administrators, and school psychologists, finding an easy, efficient way to track student conduct during the school day has long posed a challenge. Thanks to a new online behavioral assessment tool developed by Sandra Chafouleas, professor in the department of educational psychology and associate dean for research in the Neag School, and T. Chris Riley-Tillman, a professor at the University of Missouri, educators and school personnel can now quickly and efficiently monitor behaviors key to school success – with virtually no paperwork.
CLAS Undergrad, Neag School Professor Selected for Funding on Collaborative Research Project
This spring, Marissa Gadacy ’17 (CLAS) and Neag School of Education assistant professor Devin Kearns will collaborate on research examining aspects of elementary school students’ reading comprehension skills, thanks to funding from UConn’s Office of Undergraduate Research, which selected their research proposal for one of its 2016 Social Sciences, Humanities, and Arts Research Experience (SHARE) Awards.
Creativity Found Lacking in College Admissions Process
A UConn professor says capturing creativity would increase diversity and better prepare students to be innovators in a changing society.
Neag School Professors Renzulli and Beghetto Receive Grant from UPenn’s Imagination Institute
Professors Joseph Renzulli and Ronald Beghetto of the Neag School of Education have been awarded a $175,000 grant from the Imagination Institute at the University of Pennsylvania. The grant will fund their research into creativity, imagination, and innovation as vital outcomes of schooling, and will include the development of a new series of validated instruments, a portfolio that documents schools’ outcomes, and a guidebook for schools to develop and extend their imagination, creativity, and innovation (ICI) resources.
Renzulli’s Gifted Education Programming Has Positive Impact in D.C.
The District of Columbia Public Schools (DCPS) discontinued their gifted education programs in 2005 – and had no plans to serve the city’s most talented learners. But when high-performing students started leaving DCPS for private schools in the suburbs or area charter schools in search of gifted programs, DCPS Chancellor Kaya Henderson began searching for a gifted education program. In 2012, DCPS turned to Professor Joseph Renzulli, Neag School of Education researcher and internationally known expert in gifted education, for help.
Research Suggests That School May Not Benefit High-Ability Students’ Reading Achievement
Does school matter? Most anyone’s response would be, unequivocally, yes. And yet startling results from a recent research study suggest that, depending on the ability of the student, the answer may not be quite so clear-cut.