Professor Steven Athanases has penned an article on meeting the needs of diverse learners in the September/October 2012 issue of Leadership, a magazine published by the Association of California School Administrators
His article, which demonstrates that “a combination of nurturing and rigor is essential to educating our student population, but targeted supports are also needed to help students meet achievement goals,” appears on pp. 18-22. Access the magazine online here.
UC Davis has received a $1.6 million grant from the S.D. Bechtel Jr. Foundation that will allow it to improve science, technology, engineering and math (STEM) education in schools throughout Davis and Dixon.
“We want to provide (children), as future citizens, with a lens into what it is that scientists actually do,” said Cindy Passmore, the UC Davis associate professor who is leading the project. “The exposure will help them make an informed choice about whether they want to go into (science and math) fields or not.”
In an interview with Pauline Bartoloni, Professor Peter Mundy and Educational Psychologist Mary Gwaltney discuss their research using virtual reality to better understand how students with autism process competing information in the classroom.
Mundy says, “We really have to know how those children are developing, what impedes and what facilitates their development in school. There’s a need to provide information that advances the ability of teachers and schools to provide the right education for [autistic] children.”
School of Education Professor Michal Kurlaender explained that colleges (both state and community colleges) are eager to see the new Common Core Standards in place in hopes that they will better align instruction in K-12 with higher education and improve college readiness among incoming freshman. Kurlaender is an expert on student readiness and success in higher education. Read the whole article here.
The School of Education and LEED (Linking Education and Economic Development) have received a planning grant from the California STEM Learning Network (CSLNet) to develop a regional STEM education network, in support of in-school and out of school programs in science, technology, engineering and math.
Educational Interventions for Students with Autism, published as the first in the Autism for Educators series by the UC Davis Mind Institute, has been released. The book is edited by Peter Mundy and Ann Mastergeorge. It provides information on topics related to deepening educators’ understanding of the issues and best practices involved in education for autism, including practical strategies for teachers, parents and school administrators. Purchase the book here.
In an era of public skepticism about science and high-stakes decisions based on it, involving more non-scientists in research projects can boost public acceptance, understanding and the quality of the scientific results, a study co-authored by a UC Davis researcher suggests.
The study will be presented on Monday, May 3, at the 91st annual meeting of the American Educational Research Association in Denver.
Peter Mundy, professor and director of educational research at the UC Davis M.I.N.D. Institute, holds a multi-year grant that has been designated a priority by the National Institutes of Health (NIH). This project is designed to develop virtual reality educational methods that can help very bright children with autism improve social and emotional regulation skills that will help them learn and adapt in school and vocational settings. In fall 2009, Mundy launched the development phase of a virtual reality lab, housed at the UC Davis Center for the Mind and Brain.
Cynthia Carter Ching, an expert on technology and education, represented the K-12 perspective at “Computers & Writing 2009: Ubiquitous and Sustainable Computing,” a conference hosted at UC Davis during the summer 2009.
In 2007, Cary Trexler, an assistant professor and expert on agriculture education, was awarded a prestigious Fulbright fellowship to extend his research and outreach in Vietnam. “Ultimately, all of this work has the potential to move the School of Education beyond a focus on secondary schools to opportunities for education policy and administration,” said Trexler. “It is potentially an opportunity to understand and participate in a restructuring of an entire educational system.”
Paul Heckman knows firsthand the power of a community that takes charge of its own destiny. In fact, he believes communities made up of empowered parents have schools that function better.
Usually schools talk to parents: administrators and teachers tell them what their children are doing in school and report on their academic progress. It is a one-way conversation, according to Heckman.
For Rebecca Ambrose, the key to teaching math to children lies in an understanding of how they solve problems before anyone has taught them.
“Kids use informal strategies and can figure things out in very interesting and sophisticated ways. What we observe about how they approach mathematical problem solving can inform the basis for teachers’ instruction,” said Ambrose.
Jamal Abedi was invited to the United Kingdom this fall to present his findings on linguistic factors in the assessment of English learners. He met with faculty and students at the University of Bristol, and presented at an International Conference on Education and Development at Oxford University.