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and co-authored the lead chapter in the 2016 AACTE Outstanding Book, Rethinking Field Experiences in Preservice Teacher Preparation: Meeting New Challenges for Accountability.

Column references a partnership between the UW ±¬×ߺÚÁÏ and teachers in Bellevue School District to create .

A new of the UW ±¬×ߺÚÁÏ will aim to better educate and equip teachers, especially non-Native teachers, to work with Native students.

UW ±¬×ߺÚÁÏ research scientist Bronwyn Bevan and her work studying how after-school maker programs affect children during the school day, and how such programs can affect life-long learning, are profiled.

±¬×ߺÚÁÏ researchers are helping lead a national effort to bring more coherence to science education, and to draw attention to inequities in schools across the country.

Ismael Fajardo (MEd '12, PhD '15) discusses his interest in studying Latinxs in higher education and his work with the ±¬×ߺÚÁÏ's

The ±¬×ߺÚÁÏ’s developed Aspiring Leaders, a three-year training that is designed to ultimately impact student achievement by preparing instructional leaders.

Ken Zeichner, Boeing professor of teacher education, comments on concerns of Washington public-school teachers and families about the secretary of the U.S. Department of Education.

Professor Megan Bang comments on a new article she co-authored that explores how, in their play, children from diverse communities reveal how they view the natural world.

Professor Sheila Valencia comments on results from the most recent National Assessment of Educational Progress.