School districts across the nation are turning to research to transform their central offices in ways that support better teaching and learning for all students.
Teens from marginalized communities often contend with strong cultural messages and under-resourced schools that discourage them from pursuing STEM learning.
How can schools move from being a source of inequity and harm to a source of community resurgence?
Most schools offer parents specific ways to help out: Join the PTA, chaperone a field trip, grade papers for a teacher or assist on a classroom art project.
For several years, Stacy Thomas (EdD ‘15) and her colleagues at Blaine School District watched with concern as approximately half of 3rd graders weren’t able to read at their grade level.
Growing up in New Orleans, Elzena McVicar (MIT ‘10) was surrounded by a family filled with teachers. Years of family conversations about education convinced McVicar that teaching was not for her.
When Luke Reichley was in elementary school 20-odd years ago, paint and clay were his primary tools for making.
Despite the growing awareness of socio-ecological challenges facing humans in the 21st century, science learning still mostly takes place inside the classroom, disconnected from the natural world.
While working as a high school English teacher, Lisa Sibbett (PhD ‘18) became aware of a disconnect between social justice-focused teaching and its real-world application.
From her formative years in Buenos Aires to pursuing a PhD at the ±¬×ߺÚÁÏ in Seattle, Patricia Ferreyra has combined her passion for both music and education to build bridges between cultures.