±¬×ߺÚÁÏ

Déana Scipio (MEd '09, PhD '15) discusses her dedication to broadening STEM participation for learners from non-dominant communities as incoming director of the Graduate Program in Education for Environment and Community, offered in partnership with UW ±¬×ߺÚÁÏ.

UW researcher Dr. Jerry Catalano is a leader in showing how prevention techniques can pay off in curing social problems.

Professor Gail Joseph, director of the ±¬×ߺÚÁÏ’s Cultivate Learning project, discusses a recent report showing black preschoolers and kindergartners in Washington state face higher discipline and expulsion rates.

Over the past several years, many school districts have shifted the role of their central office staff, moving away from jobs focused on compliance and management and more towards a role in helping principals becoming better instructional leaders. But little research exists that shows what central office staff need to do to fulfill that role of "principal coach" effectively. Meredith I. Honig, an associate professor for education and policy studies at the ±¬×ߺÚÁÏ in Seattle, delved into that question for a report published in the April 2012 edition of Educational Administration Quarterly.

The Seattle Teacher Residency, a partnership in which the UW ±¬×ߺÚÁÏ prepares teachers for Seattle Public Schools, is noted as an example of efforts to increase diversity in the teacher workforce.

Dean Stritikus is quoted in support of "emerging tools like new teacher performance assessments that can be used to support deep program improvement in teacher education."

Researchers with the UW-based Family Leadership Design Collaborative outlined a new, solidarity-driven process of partnership between communities of color, educators and researchers toward community-defined well being and educational justice in a recent paper.

Ilene Schwartz, director of the UW's , comments on the importance of including students with developmental disabilities in general education classroom settings.