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Professor discusses her showing most research into effective educational interventions fails to include students with diverse racial and ethnic backgrounds.

Donna Anderson-Davis and Diane Smith, project directors for the , describe how coaching as a collaborative, strengths-based process combined with inquiry cycle structure can be a powerful tool to support leadership development.

Research by the UW ���ߺ���'s Min Sun shows that student learning is not a function of just one teacher but of the combined effort of many teachers.

Professor Walter Parker comments on the “echo chamber effect” of social media and offers advice for parents on how to help children distinguish legitimate news from fake news.

Professor Joe Lott, who has helped establish a retention and graduation support program for male students of color at the UW called the , discusses his upcoming lecture.

Professor Brinda Jegatheesan interviews Temple Grandin on animal-assisted interventions, best practices and standards on welfare of animals participating in AAI with children and adults, including children with autism.

Katie (Erickson) Ward (MEd '11) teaches at Hope Academy, an alternative program for ninth- and 10th-graders at Sequim Senior High School that offers an alternative for kids who struggle in standard classrooms.

Kristie Kauerz, director of the UW's National P-3 Center, discusses how the Washington P-3 Executive Leadership Certificate Program is advancing the leadership of principals and early learning center directors in a new multimedia guidebook.

Patty Maxfield (EdD '15), project director at the , describes the importance of developing a culture of learning and collaboration across schools to address specific learning needs of students.

The National Academy of Sciences recently released an updated national vision for K-12 science education learning goals. The latest version, made public April 9, was developed by a national team with input from thousands of teachers, scientists and other stakeholders, including Philip Bell, director of the ���ߺ���'s Institute for Science and Math Education and the ���ߺ���, and Andrew Shouse, associate director of the institute.