Neag School of Education
NSF Awards More Than $2.5M for Neag School Faculty Research
Two research projects co-led by professors in the Neag School of Education have recently been awarded a total of more than $2.5 million in federal funding, made available through the National Science Foundation (NSF).
ScHOLAR2S House Visits Legislators, Alumni in Washington
Students from the Learning Community traveled to the Capital to attend events surrounding the Congressional Black Caucus Annual Legislative Conference.
10 Questions With the Director of the Connecticut Writing Project
Jason Courtmanche ’91 (CLAS), Ph.D. ’06 has been serving in a variety of capacities at the University of Connecticut for 23 years. A lecturer in the University’s English department, an assistant coordinator of the Early College Experience English program, and affiliate faculty in the Neag School’s Department of Curriculum and Instruction, he primarily serves as director of the Connecticut Writing Project (CWP), which immerses Connecticut teachers in an intensive writing program where they grow as writers, learn about teaching writing, and have the opportunity to become published in one of CWP’s literary magazines.
Fall 2018 Faculty Appointments and Retiree Announcements
The Neag School of Education welcomes four new faculty members — two in the Department of Educational Leadership and two in the Department of Curriculum and Instruction — effective Aug. 23.
Degrees of Change: UConn Increases Diversity in Teaching Programs
The Neag School of Education has made a concerted effort to increase diversity in the teacher preparation program, with a view to putting more teachers of color in classrooms.
Op-ed: Dangerous Stereotypes Stalk Black College Athletes
A long-standing and deadly stereotype that views black males as subhuman and superhuman all at once threatens black college athletes, writes UConn's Joseph Cooper.
Op-ed: Rethink Peer Tutoring by Gifted Learners
Catherine Little of UConn's Neag School of Education says the 'help so-and-so' strategy to keep gifted students busy in the classroom often has limited benefit to the peer tutors.
Issue Brief: The Impact of Undocumented Status on Children’s Learning
Undocumented children and families face unique challenges that can affect their schooling experience and require the attention and care of educators. Chelsea Connery’13 (ED), ’14 MA, a former public school teacher and now a Neag School doctoral student in the Learning, Leadership, and Education Policy program, prepared the following issue brief — in affiliation with the Center for Education Policy Analysis (CEPA) — about the impact of undocumented status on children’s learning.
UConn Responds to Need for K-12 Mandarin Teachers
The program will be taught on two different levels – in the five-year Integrated Bachelor’s and Master’s Program and the post-graduate Teacher Certification Program.
Preparing a School District for a 1:1 Technology Initiative: Issue Brief
Alexandra Lamb, a doctoral candidate in the Learning, Leadership, and Education Policy program at the Neag School, prepared the following issue brief — in affiliation with the Center for Education Policy Analysis (CEPA) — about school districts that are introducing technology into classrooms through what are known as 1:1 programs.