Leveling the playing field for students in educationally underserved communities has been the driving force behind Shawna Wells’s fifteen-year career in education—from teaching middle school students how to read to her current job advising educational leaders across the country how to transform underperforming schools.
A new study shows that eighth-grade science teachers without an educational background in science are less likely to practice inquiry-oriented science instruction, a pedagogical approach that develops students’ understanding of scientific concepts and engages students in hands-on science projects. This research offers new evidence for why U.S.
Dr. Bernice Garnett, associate professor of education, was honored as the inaugural Adam and Abigail Burack Green and Gold Professor of Education during a special investiture ceremony atttended by colleagues, students, alumni, friends and family on April 18.
- Serving Those Who Serve: Michelle Caver
- Vermont Positive Behavioral Interventions and Supports Project Recognizes 27 Exemplar Schools, Releases Annual Report
- Student Profile: Jennifer Snay
- Education for Cultural and Linguistic Diversity
- Day in the Life of UVM: Oct. 10, 2017
- Study: Polyvictimization Erodes School Climate
- Free Comedy Show: Asperger's Are Us
- Study Showing 70 Years of Improving Campus Climate For LGBTQ Students Raises Concerns About Federal Policies
- Vermont DD Leaders Join National Community of Practice on Cultural and Linguistic Competence
- Representing the Rights of Refugees