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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.

Professor Gail Joseph (David B. Thorud Leadership Award) and undergraduate education major Andrew Vo (President’s Medal) were recently honored for their impact at the ���ߺ���.
 

The work of Dr. Marge Plecki, Dr. Ana Elfers and graduate research assistant Yugo Nakamura will appear in the November 2012 issue of the Journal of Teacher Education. Their article is entitled Using Evidence for Teacher Education Program Improvement and Accountability: An Illustrative Case of the Role of Value-Added Measures.

The authors consider what can be learned from limited forms of evidence for purposes of accountability and improvement of teacher education programs.  The work includes a review of the existing literature and an illustration of what can be learned from value-added measures as one form of evidence.  The authors discuss the need to shift the focus of accountability from simply responding to external requirements to developing internal practices that generate knowledge for improvement. 

Gift funded by the Bezos Family Foundation, longtime supporters of early education, will support a new professorship and research into high-quality early learning.