���ߺ���

In the 2018-19 edition of Research That Matters magazine, the ���ߺ��� ���ߺ��� explores the promise and possibilities of advancing educational justice, from early childhood through higher education. Stories in the new issue, available online, investigate the changes in how our students learn, how we teach and how we prepare educators to drive this work forward.

In her introduction to Research That Matters, UW ���ߺ��� Dean Mia Tuan noted that despite ongoing injustices in educational systems and in society at large, it’s important to remember that we live in a time of exciting possibility.

“Every day, there are many moments of joy and beauty in our young people’s educational endeavors,” Tuan said. “We know more about what great teaching and learning looks like than ever before.

“This progress hasn’t been universal—that’s why we all must step forward to be part of the solution. Our entire society gains when all of our young people have a fair opportunity to realize their potential. While the pressing challenges of our time can feel insurmountable, a vibrant democratic society that draws on the strength of diverse voices and knowledge is our best path to a more hopeful future.”

Feature stories in the new issue are:

• “Let's do this together” — Centering the lifeways and very lives of communities denied educational justice will be the focus of the UW’s Banks Center for Educational Justice.
• “High tech meets high touch” — Paraprofessionals do vital work but lack access to professional development. UW researchers are taking a novel approach to make coaching more available.
• “My other me | Mi otra yo” — As school districts struggle to find enough bilingual teachers to serve their communities, a new effort aims to fill the gap.
• “Lowering barriers, opening doors” — The early learning workforce has long lacked access to high-quality, affordable and accessible bachelor’s degrees—but the UW's online program is leading a revolution.

The magazine also includes three faculty essays:

• “Listening to the past” — Without knowing and wrestling with the past, all educational reforms or interventions are rootless writes Joy Williamson-Lott.
• “Do we have the courage to end the tyranny of the 4-year degree?” — A singular focus on “college prep” in secondary education fails to serve the majority of students argues Thomas Halverson.
• “Giftedness is not a number” — Equity in gifted education requires changing policies so that test scores alone don’t define the “most highly capable,” says Nancy Hertzog.

Contact

Dustin Wunderlich, Director of Marketing and Communications
206-543-1035, dwunder@uw.edu