Podcasts about neag school

Send us a textThe One About…Evidence-based Answers to Questions About Decodable and Leveled Books with Dr. Devin Kearns We ask Dr. Kearns to clarify misunderstandings about “pairing” decodables with leveled books. Is there evidence to suggest that leveled books offer richer narratives and vocabulary to enhance students' language exposure? Research Article:“Text Types and Their Relation to Efficacy in Beginning Reading Interventions”Alia Pugh, Devin M. Kearns, Elfrieda H. HiebertFirst published: 22 June 2023https://ila.onlinelibrary.wiley.com/doi/abs/10.1002/rrq.513 Devin Kearns Bio:Devin is an associate professor of Special Education in the Department of Educational Psychology in the Neag School of Education at the University of Connecticut (UConn).  He is a research scientist for Haskins Laboratories and the Center for Behavioral Education & Research (CBER). Devin Kearns, Ph.D. is an education researcher who studies reading disabilities including dyslexia.  He designs and tests reading interventions and works with teachers and schools to implement them.https://www.devinkearns.org/ “How to Pair Decodable Texts with Leveled Books”Michele Dufresne(Sponsored blog content)https://readingrecovery.org/wp-content/uploads/2024/08/Pairing-Decodable-text-blog.pdf   Support the showThe Literacy View is an engaging and inclusive platform encouraging respectful discussion and debate about current issues in education.

Taylor Swift's newest album, The Tortured Poets Department, comes out Friday. So this hour, we are taking a look at the idea of the actual tortured poet. We talk about where the idea of tortured poets came from, learn about the nature of creativity, and hear from a poet about where their inspiration comes from. GUESTS:  Roland Greene: Professor of English and Comparative Literature and Director of the Humanities Center at Stanford University. He is editor in chief of the Princeton Encyclopedia of Poetry and Poetics. His newest book is Five Words: Critical Semantics in the Age of Shakespeare and Cervantes  James C. Kaufman: Professor of Educational Psychology at the Neag School of Education at the University of Connecticut. He is the author or editor of more than 50 books, including The Creativity Advantage and The Cambridge Handbook of Creativity Sandra Simonds: Writer, professor, and author of eight collections of poetry, the most recent of which is Triptychs. She is also the author of the novel Assia Join the conversation on Facebook and Twitter. Subscribe to The Noseletter, an email compendium of merriment, secrets, and ancient wisdom brought to you by The Colin McEnroe Show. The Colin McEnroe Show is available as a podcast on Apple Podcasts, Spotify, Google Podcasts, Amazon Music, TuneIn, Listen Notes, or wherever you get your podcasts. Subscribe and never miss an episode.  Colin McEnroe and Dylan Reyes contributed to this show.Support the show: http://www.wnpr.org/donateSee omnystudio.com/listener for privacy information.

Each One Teach One: Parental Involvement and Family Engagement in Jamaica's Education System (University of the West Indies Press, 2022) is a collection of research studies and essays across multiple educational fields: leadership, psychology, special education, early childhood, literacy studies, mathematics and teacher education. The contributors to this collection provide empirical evidence on the state of parental involvement and family engagement in Jamaica. A team approach has been used in completing the various chapters in which graduate researchers collaborated with lecturers in their areas of specialization. The different voices and data from the participants along with relevant literature shape the dialogue on the importance of home and school collaboration in students' overall outcomes. Each One Teach One provides critical onto-epistemological frameworks grounded within the Jamaican context to examine the scope, prevalence, and effects of parental involvement and family engagement in schooling. The findings, implications and recommendations can guide policymakers in the formulation of strategies compatible with the needs of the schools, students and families and provide indispensable data on how to effectively work together to optimize students' success. Saran Stewart is Associate Professor of Higher Education and Student Affairs and Director of Global Education, Neag School of Education, University of Connecticut, Storrs, Connecticut. Sharline Cole is Lecturer in Educational Psychology and Research, the School of Education, the University of the West Indies, Mona, Jamaica. Yewande Lewis-Fokum is Lecturer in Literacy and Language Education, the School of Education, the University of the West Indies, Mona, Jamaica. Madden Gilhooly is a humanities public-school teacher and casual academic based on Gadigal land in so-called-Sydney, Australia. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

Each One Teach One: Parental Involvement and Family Engagement in Jamaica's Education System (University of the West Indies Press, 2022) is a collection of research studies and essays across multiple educational fields: leadership, psychology, special education, early childhood, literacy studies, mathematics and teacher education. The contributors to this collection provide empirical evidence on the state of parental involvement and family engagement in Jamaica. A team approach has been used in completing the various chapters in which graduate researchers collaborated with lecturers in their areas of specialization. The different voices and data from the participants along with relevant literature shape the dialogue on the importance of home and school collaboration in students' overall outcomes. Each One Teach One provides critical onto-epistemological frameworks grounded within the Jamaican context to examine the scope, prevalence, and effects of parental involvement and family engagement in schooling. The findings, implications and recommendations can guide policymakers in the formulation of strategies compatible with the needs of the schools, students and families and provide indispensable data on how to effectively work together to optimize students' success. Saran Stewart is Associate Professor of Higher Education and Student Affairs and Director of Global Education, Neag School of Education, University of Connecticut, Storrs, Connecticut. Sharline Cole is Lecturer in Educational Psychology and Research, the School of Education, the University of the West Indies, Mona, Jamaica. Yewande Lewis-Fokum is Lecturer in Literacy and Language Education, the School of Education, the University of the West Indies, Mona, Jamaica. Madden Gilhooly is a humanities public-school teacher and casual academic based on Gadigal land in so-called-Sydney, Australia. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/caribbean-studies

Each One Teach One: Parental Involvement and Family Engagement in Jamaica's Education System (University of the West Indies Press, 2022) is a collection of research studies and essays across multiple educational fields: leadership, psychology, special education, early childhood, literacy studies, mathematics and teacher education. The contributors to this collection provide empirical evidence on the state of parental involvement and family engagement in Jamaica. A team approach has been used in completing the various chapters in which graduate researchers collaborated with lecturers in their areas of specialization. The different voices and data from the participants along with relevant literature shape the dialogue on the importance of home and school collaboration in students' overall outcomes. Each One Teach One provides critical onto-epistemological frameworks grounded within the Jamaican context to examine the scope, prevalence, and effects of parental involvement and family engagement in schooling. The findings, implications and recommendations can guide policymakers in the formulation of strategies compatible with the needs of the schools, students and families and provide indispensable data on how to effectively work together to optimize students' success. Saran Stewart is Associate Professor of Higher Education and Student Affairs and Director of Global Education, Neag School of Education, University of Connecticut, Storrs, Connecticut. Sharline Cole is Lecturer in Educational Psychology and Research, the School of Education, the University of the West Indies, Mona, Jamaica. Yewande Lewis-Fokum is Lecturer in Literacy and Language Education, the School of Education, the University of the West Indies, Mona, Jamaica. Madden Gilhooly is a humanities public-school teacher and casual academic based on Gadigal land in so-called-Sydney, Australia. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/sociology

Each One Teach One: Parental Involvement and Family Engagement in Jamaica's Education System (University of the West Indies Press, 2022) is a collection of research studies and essays across multiple educational fields: leadership, psychology, special education, early childhood, literacy studies, mathematics and teacher education. The contributors to this collection provide empirical evidence on the state of parental involvement and family engagement in Jamaica. A team approach has been used in completing the various chapters in which graduate researchers collaborated with lecturers in their areas of specialization. The different voices and data from the participants along with relevant literature shape the dialogue on the importance of home and school collaboration in students' overall outcomes. Each One Teach One provides critical onto-epistemological frameworks grounded within the Jamaican context to examine the scope, prevalence, and effects of parental involvement and family engagement in schooling. The findings, implications and recommendations can guide policymakers in the formulation of strategies compatible with the needs of the schools, students and families and provide indispensable data on how to effectively work together to optimize students' success. Saran Stewart is Associate Professor of Higher Education and Student Affairs and Director of Global Education, Neag School of Education, University of Connecticut, Storrs, Connecticut. Sharline Cole is Lecturer in Educational Psychology and Research, the School of Education, the University of the West Indies, Mona, Jamaica. Yewande Lewis-Fokum is Lecturer in Literacy and Language Education, the School of Education, the University of the West Indies, Mona, Jamaica. Madden Gilhooly is a humanities public-school teacher and casual academic based on Gadigal land in so-called-Sydney, Australia. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/public-policy

Each One Teach One: Parental Involvement and Family Engagement in Jamaica's Education System (University of the West Indies Press, 2022) is a collection of research studies and essays across multiple educational fields: leadership, psychology, special education, early childhood, literacy studies, mathematics and teacher education. The contributors to this collection provide empirical evidence on the state of parental involvement and family engagement in Jamaica. A team approach has been used in completing the various chapters in which graduate researchers collaborated with lecturers in their areas of specialization. The different voices and data from the participants along with relevant literature shape the dialogue on the importance of home and school collaboration in students' overall outcomes. Each One Teach One provides critical onto-epistemological frameworks grounded within the Jamaican context to examine the scope, prevalence, and effects of parental involvement and family engagement in schooling. The findings, implications and recommendations can guide policymakers in the formulation of strategies compatible with the needs of the schools, students and families and provide indispensable data on how to effectively work together to optimize students' success. Saran Stewart is Associate Professor of Higher Education and Student Affairs and Director of Global Education, Neag School of Education, University of Connecticut, Storrs, Connecticut. Sharline Cole is Lecturer in Educational Psychology and Research, the School of Education, the University of the West Indies, Mona, Jamaica. Yewande Lewis-Fokum is Lecturer in Literacy and Language Education, the School of Education, the University of the West Indies, Mona, Jamaica. Madden Gilhooly is a humanities public-school teacher and casual academic based on Gadigal land in so-called-Sydney, Australia. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Have you ever wondered how creativity can help you improve your wellbeing? This episode is also for you if you don't even believe that you are creative. We all have it in us!  My guest this week, James C. Kaufman, will share his wisdom on creativity and wellbeing as well as how to ignite the fire of creativity! Curious? Then tune in! James is a Professor of Educational Psychology at the Neag School of Education at the University of Connecticut. He has written or edited more than 50 books. These include the forthcoming The Creativity Advantage (Cambridge) and Lessons in creativity from musical theatre characters (with Dana P. Rowe; Routledge);as well as the Cambridge Handbook of Creativity (with Robert J. Sternberg) and Creativity 101.  James has won many awards, including Mensa's research award, the Torrance Award from the National Association for Gifted Children, and APA's Berlyne, Arnheim, and Farnsworth awards. He co-founded two major journals, Psychology of Aesthetics, Creativity, and the Arts and Psychology of Popular Media Culture. He has tested Dr. Sanjay Gupta's creativity on CNN; written the book and lyrics to the musical Discovering Magenta (which played NYC and has a cast album); and appeared onscreen, complete with white lab coat, in the comic book documentary Independents.   James lives with his wife, Allison, his sons Jacob and Asher, and a menagerie currently containing two dogs, an African Grey Parrot, five rats, and an axolotl in Connecticut in the US.    Stay in touch with James: LinkedIn: https://www.linkedin.com/in/kaufmania/ Website: https://education.uconn.edu/person/james-kaufman/ #creativity #wellbeing #careeradvice #reachingyourgoals #delygate   If you have comments on the show or like to work with Johanna, you can reach her at Johanna.Herbst@delygate.com. You will also find more information on the show at https://www.delygate.com/podcast.  Lastly, to get inspiration in your inbox, please sign up for our newsletter (https://delygate.substack.com/).  

Chen Chen is Assistant Professor of Sport Management in the University of Connecticut's Neag School of Education. He is the absurdly published author of seemingly countless high quality academic journal articles that interrogate the themes of capitalism, racism, imperialism, and settler colonialism both in the discipline of sport management and in high-performance sport. In this second instalment of our two-part series with Chen Chen on sport management, we delve into the question of how the discipline is complicit in the reproduction of racism, colonialism, and the exploitation of international students in the context of its fundamental commitments to a capitalist project. You can follow Chen Chen on Twitter @cchenDr

Chen Chen is Assistant Professor of Sport Management in the University of Connecticut's Neag School of Education. He is the absurdly published author of seemingly countless high quality academic journal articles that interrogate the themes of capitalism, racism, imperialism, and settler colonialism both in the discipline of sport management and in high-performance sport. In this episode, Derek and Nathan are joined by Chen Chen to answer the question, what's the deal with sports management? In the first part of our conversation, Chen Chen explains the disciplinary orientation and history of the field and then we jump into a discussion of the political economy and epistemology of sports management as a project intimately linked to the reproduction of capitalism. You can follow Chen Chen on Twitter @cchenDr

Dr. Maureen Ruby has done it ALL! If your district is transitioning to evidence-based programs and practices, you need to listen! Maureen began her career as a dentist, but switched to teaching to help advocate for her son and other students like him struggling in school.Read Dr. Ruby's bio here:Maureen F. Ruby, DMD, PhD, holds the Isabelle Farrington Endowed Chair in Social, Emotional, and Academic Leadership in the Farrington College of Education and Human Development at Sacred Heart University. An associate professor, Ruby is a dentist-turned-educator who represented the North Branford Public Schools as the 2000 Teacher of the Year and was a Connecticut State Teacher of the Year semifinalist. Maureen has worked at the elementary, middle, and secondary levels as a classroom teacher and reading consultant. She holds Connecticut certifications in elementary education, special education, remedial reading, literacy consultancy, and leadership. Upon receiving her PhD from the University of Connecticut in special education with a focus on literacy, Maureen served as program coordinator of the Graduate Reading Program at Eastern Connecticut State University (ECSU) Department of Education for the 102 and 097 reading certifications   new window) is a 30-minute video that shares some of the important lessons learned during the CEPL project. Upon her return to K–12 education, Maureen served in the New London Public Schools as supervisor of Professional Learning and Staff Development and in the Norwalk Public Schools as literacy supervisor and interim Director of Pupil Services and Special Education, and for seven years as assistant superintendent of the Brookfield Public Schools, Maureen's leadership responsibilities as assistant superintendent included curriculum, instruction, assessment, professional learning, human resources, and grant management. Her leadership has been recognized by both Sacred Heart University, where she was the Farrington College of Education Alumni Outstanding Administrator for 2018, and the University of Connecticut, where she was the Neag School of Education Outstanding Administrator for 2019 (opens in a new window).  In addition to her current role at Sacred Heart University in Educational and Literacy Leadership, Maureen also serves as an adjunct at Fairfield University in the graduate program in reading. Her work has focused on reading, special education, English learners, assessment, curriculum, and social emotional learning. In addition to her doctorates in dental medicine and special education, she holds master's degrees in education (SCSU) and Materials Science (School of Engineering at UConn), and a bachelor's degree in biological sciences (UConn). We will be discussing the article, “New York Is Forcing Schools to Change How They TeachChildren to Read.”https://www.nytimes.com/2023/05/09/nyregion/reading-nyc-schools.htmlMany principals are dissatisfied with the plan's rollout.Can the chancellor make this work without buy-in?What does that do to trust and morale?Find out about Faith Borkowsky's books here:https://ifonlybooks.comhttps://highfiveliteracy.comThe Literacy View is an engaging and inclusive platform encouraging respectful discussion and debate about current issues in education. Co-hosts Faith Borkowsky and Judy Boksner coach teachers, teach children to read, and hold master's degrees in education.Our goal is to leave listeners thinking about the issues and drawing their own conclusions.Get ready for the most THOUGHT-PROVOKING AND DELICIOUSLY ENTERTAINING education podcast!

Dr. Devin Kearns is an associate professor of Special Education in the Neag School of Education at the University of Connecticut (UConn). He is a research scientist for the Center for Behavioral Education & Research and Haskins Laboratories. He is an affiliated faculty member for the UConn Institute for Brain and Cognitive Sciences (IBACS) and the UConn Institute for Collaboration on Health, Intervention, and Policy.His projects address four aspects of this topic. He and his colleagues:explore the cognitive mechanisms that predict individual differences in reading (with Jay Rueckl),examine the effects of reading instruction on neurobiological processing during reading in the CARING Project(with Ken Pugh at Haskins Laboratories) and the brainCAMP project (with Fumiko Hoeft, Director of the UConn Brain Imaging Research Center).), anddesign tests to understand and screen for dyslexia in the APPRISE Project (led by Fumiko Hoeft).Resources from this episode (clickable links):Devin's faculty page (UConn)Devin's website: devinkearns.orgDevin on Twitter: @devin_kearnsAnother Think Aloud worth a listen...Sarah Powell - Episode 28: https://www.buzzsprout.com/1783421/11765704 

Emily Wicks with UConn's Ballard Institute and Museum of Puppetry noticed the pandemic-era disruptions to kids' social-emotional learning and development, and reached out to Sandy Chafouleas at the university's Neag School of Education.Together they developed Feel Your Best Self, a puppet-centered program aimed at helping "strengthen the emotional well-being of elementary-aged children."This hour, we hear from Wicks and Chafouleas about their hopes for the toolkit's application where we live.Through a series of videos, kid puppets CJ, Nico and Mena help children acknowledge that they have complex emotions, modeling how to express and process them.UntitledThe Feel Your Best Self team is working with the Connecticut's Statewide Family Engagement Center to help bridge the divide between the home and classroom.Veronica Marion with the Center says the program is a "win-win" at a pivotal moment. "We see the numbers currently in regards to social-emotional learning, it's off the charts. Students are really in the need of something."With puppets in the room, Marion says, "children will talk more, they will open up more, just the fact that there's a distraction, just the fact that there's something else that they're focusing on."Plus, we hear from Ximena Marin, a teacher at Natchaug Elementary School in Windham who piloted the program in her bilingual classroom.GUESTS: Emily Wicks: Co-founder, Feel Your Best Self Collaborative Project; Manager of Operations and Collections, University of Connecticut's Ballard Institute and Museum of Puppetry Sandy Chafouleas: Co-founder, Feel Your Best Self Collaborative Project; Neag Endowed Professor, Department of Educational Psychology at UConn's Neag School of Education; Co-Director, UConn Collaboratory on School and Child Health Ximena Marin: Third-grade Teacher, Natchaug Elementary School Veronica Marion: Manager of Family-School Partnerships, Connecticut's Statewide Family Engagement Center Cat Pastor contributed to this episode which originally aired January 6, 2023.Support the show: http://wnpr.org/donateSee omnystudio.com/listener for privacy information.

Emily Wicks with UConn's Ballard Institute and Museum of Puppetry noticed the pandemic-era disruptions to kids' social-emotional learning and development, and reached out to Sandy Chafouleas at the university's Neag School of Education. Together they developed Feel Your Best Self, a puppet-centered program aimed at helping "strengthen the emotional well-being of elementary-aged children." This hour, we hear from Wicks and Chafouleas about their hopes for the toolkit's application where we live. Through a series of videos, kid puppets CJ, Nico and Mena help children acknowledge that they have complex emotions, modeling how to express and process them. The Feel Your Best Self team is working with the state's Family Engagement Resource Center to help bridge the divide between the home and classroom. Veronica Marion, the Center's Manager of Connecticut Family-School Partnerships, says the program is a "win-win" at a pivotal moment. "We see the numbers currently in regards to social-emotional learning, it's off the charts. Students are really in the need of something." With puppets in the room, Marion says, "children will talk more, they will open up more, just the fact that there's a distraction, just the fact that there's something else that they're focusing on." Plus, we hear from Ximena Marin, a teacher at Natchaug Elementary School in Windham who piloted the program in her bilingual classroom. GUESTS: Emily Wicks: Co-founder, Feel Your Best Self Collaborative Project; Manager of Operations and Collections, University of Connecticut's Ballard Institute and Museum of Puppetry Sandy Chafouleas: Co-founder, Feel Your Best Self Collaborative Project; Neag Endowed Professor, Department of Educational Psychology at UConn's Neag School of Education; Co-Director, UConn Collaboratory on School and Child Health Ximena Marin: Third-grade Teacher, Natchaug Elementary School Veronica Marion: Manager, Connecticut Family-School Partnerships, through the state's Family Engagement Center Support the show: http://wnpr.org/donateSee omnystudio.com/listener for privacy information.

CSCH Director of Programs & Communications Helene Marcy interviews the creators of Feel Your Best Self, a toolkit that uses puppets to teach children strategies that promote emotional well-being. Host: Helene Marcy, Director of Programs & Communications at the UConn Collaboratory on School and Child Health Guests: Sandra Chafouleas, Board of Trustees Distinguished Professor in UConn's Department of Educational Psychology in the UConn Neag School of Education and Co-Director of the UConn Collaboratory on School and Child Health Emily Wicks, Co-Interim Director of the UConn Ballard Institute and Museum of Puppetry Emily Iovino, Postdoctoral Scholar at the UConn Collaboratory on School and Child Health and the Neag School of Education in the Department of Educational Psychology. Resources Read a transcript of the podcast Feel Your Best Self UConn Collaboratory on School and Child Health UConn Ballard Institute and Museum of Puppetry UConn Neag School of Education UConn School of Fine Arts Social Media Links Feel Your Best Self on Facebook Feel Your Best Self on Twitter Feel Your Best Self on Instagram Feel Your Best Self on Pinterest @UConnCSCH on Twitter @UConnCSCH on Facebook Ballard on Twitter Ballard on Facebook Produced, directed and edited by Helene Marcy. This recording has been made available for informational and educational purposes only. Puppets and Emotional Well-being: The Making of the Feel Your Best Self Toolkit was created by the UConn Collaboratory on School and Child Health and recorded in November 2022. Copyright © 2022 by the University of Connecticut. All rights reserved.

Dr. Sandra Quinones, the Director of School-University Partnerships at the Neag School of Education at the University of Connecticut and Mr. Robert Goodrich, the co-founder of Radical Advocates for Cross-Cultural Education (R.A.C.C.E.) in Waterbury, Connecticut, both work closely with communities to develop tangible solutions toward dismantling systemic oppression to achieve collective goals. Join us to know more about how they cultivate and practice non-traditional ways of building bridges of dialogue with community members that largely guide how they actively work to dismantle systems of power that are part of the status quo.

The first feature of the Stanford d.school spotlight has Laura McBain and Dr Ronald Beghetto, authors of My Favorite Failure. They share ideas about consciously engineering learning and experience with uncertainty and surprise as an ingredient. Perhaps we are too rigorously over-engineering education and human experience to the point of unnatural predictability? Ronald and Laura discuss how they believe there can be good in risks and unplanned experiences, and how we might form healthy and beneficial relationships with failure as a way to build resilience and better inform pedagogy and practice.Hosted by The Learning Future's very own Louka Parry, indulge your cortex in some modern thinking at the forefront of educational design with our two amazing guests: Laura McBain (@laura_mcbain) is a designer, educator and serves as co-managing director of the Stanford d.school and the co-director of the K12 Lab. Her work focuses on how human-centered design can be used to provide equitable and innovative educational experiences that will help all students thrive in a changing world. In this role she leads design challenges in education, designs new learning experiences for educators and serves as an adjunct professor at Stanford University. She is the author of My Favorite Failure: How Setbacks Can Lead to Learning and Growth which provides insights and narratives into how you can create the conditions to take risks and experience failure together. Prior to the d.school, Laura worked for 15 years at High Tech High serving as the Director of External Relations, principal of two school sites and a founding teacher. She has taught middle and high school students in both charter comprehensive schools. Laura has a Bachelors from Miami University-Oxford, Ohio and a Masters from the Harvard Graduate School of Education. Dr Beghetto is an internationally recognized expert on creative thought and action in educational settings. He holds the Pinnacle West Presidential Chair and serves as a Professor in the Mary Lou Fulton Teachers College at Arizona State University. Dr. Beghetto is the Editor for the Journal of Creative Behavior, Editor for Review of Research in Education, Series Editor for Creative Theory and Action in Education (Springer Books), and has served as a creativity advisor for LEGO Foundation and the Cartoon Network.He is also a Fellow of the American Psychological Association, the Society for the Psychology of Aesthetics, Creativity and the Arts (Div. 10, APA), and the International Society for the Study of Creativity and Innovation (ISSCI). He is the 2018 recipient of the Rudolf Arnheim Award for Outstanding Achievement in the Psychology of Aesthetics, Creativity and the Arts and 2008 recipient of Daniel E. Berlyne Award from Div. 10 of the American Psychological Association. Dr Beghetto has received recognition and numerous awards for excellence in teaching, including the University of Oregon 's highest teaching award for early career faculty (2006 Ersted Crystal Apple Award), the 2015 ALD Faculty of the Year Award at the University of Connecticut, and the Provost's Recognition for Excellence in Teaching (University of Connecticut).His prior appointments include Professor of Educational Psychology, Director of UCONN's Innovation House, and Graduate Program Coordinator for the Cognition, Instruction, Learning, & Technology Program in the Neag School of Education at the University of Connecticut. He also previously served as the College of Education's Associate Dean for Academic Affairs, Associate Professor of Education Studies at the University of Oregon, and Faculty-in-Residence for Research and Evaluation Projects for UO's Center on Diversity and Community (CoDaC). Dr Beghetto earned his Ph.D. in Educational Psychology from Indiana University (with an emphasis in Learning, Cognition and Instruction).

Description: CSCH Co-Director Sandra Chafouleas interviews a panel of experts on the state of social emotional learning in Connecticut Hosts: Sandra Chafouleas, CSCH Co-Director and UConn Board of Trustees Distinguished Professor in Educational Psychology, Neag School of Education Helene Marcy, Program Manager, UConn Collaboratory on School and Child Health Guests: Jeana Bracey, Associate Vice President of School and Community Initiatives at the Child Health and Development Institute of Connecticut (CHDI) Michelle Doucette Cunningham, Executive Director of the Connecticut After School Network and founder of the Social Emotional Learning Alliance of Connecticut (SEL4CT) Zachary Munroe, Assistant Principal at Maple Hill Elementary in Naugatuck Resources Read a transcript of the podcast CHDI School Based Mental Health Resources Social Emotional Learning Alliance of Connecticut Maple Hill Elementary UConn Neag School of Education UConn Collaboratory on School and Child Health State of CT Resources: Connecticut State Department of Education SEL Resources State of CT Components of Social, Emotional and Intellectual Habits: K-3 Recent Legislation passed by the Connecticut General Assembly: Senate Bill 1 (Act Concerning Childhood Mental and Physical Health Services in Schools) Senate Bill 2 (Act Expanding Preschool and Mental and Behavioral Services for Children) House Bill 5001 (Act Concerning Children's Mental Health) Social Media Links CHDI on Twitter SEL4CT on Twitter @UConnCSCH on Twitter @UConnCSCH on Facebook Produced by Sandra Chafouleas and Jess Koslouski. Directed by Sandra Chafouleas. Edited by Helene Marcy. This recording has been made available for informational and educational purposes only. The State of Social Emotional Learning in Connecticut was created by the UConn Collaboratory on School and Child Health and recorded in May 2022. Copyright © 2022 by the University of Connecticut. All rights reserved.

Preston Green is a professor of educational leadership and law at the University of Connecticut and the John and Maria Neag Professor of Urban Education at the Neag School of Education. He's a nationally recognized expert on school choice, charter schools, and the complex legal landscape of American public education. He's also a great follow on Twitter, and a fun person to talk to about issues that are at the forefront of American politics. He stops by this week to talk about the Supreme Court, charter schools, the fight over school curricula, and more. And, with commencement hoving into view, Tom and Julie take a look back at the "naughty generation" of 1927. 

SPP 146: Mind-Body Health #psychedpodcast is excited to welcome Dr. Melissa Bray and colleagues! Melissa A. Bray is a Professor and the Director of the School Psychology program within the Neag School of Education at the University of Connecticut. She is a Fellow of both the American Psychological Association and the American Psychological Society. Dr.… Continue reading SPP 146: Mind-Body Health

Description: CSCH Co-Director Sandra Chafouleas interviews Richard Hiskes about his thoughts on the human rights of children Hosts: Sandra Chafouleas, CSCH Co-Director and UConn Board of Trustees Distinguished Professor in Educational Psychology, Neag School of Education Helene Marcy, Program Manager, UConn Collaboratory on School and Child Health Guests: Richard Hiskes, Professor Emeritus of Political Science and Human Rights at the University of Connecticut Resources Read a transcript of the podcast Richard Hiskes Faculty Page Richard Hiskes book: Suffer the Children: a Theoretical Foundation for the Human Rights of the Child UConn Collaboratory on School and Child Health UConn Human Rights Institute The Educator's Institute for Human Rights Social Media Links @UConnCSCH on Twitter @UConnCSCH on Facebook Produced by Sandra Chafouleas. Directed by Sandra Chafouleas and Helene Marcy. Edited by Helene Marcy. This recording has been made available for informational and educational purposes only. Do Children Have Human Rights? was created by the UConn Collaboratory on School and Child Health and recorded in March 2022. Copyright © 2022 by the University of Connecticut. All rights reserved.

In another installment of the major series, UConn alum Carlton Jones and graduate student Tamashi Hettiarachchi join as special guests to discuss their engagements with Neag, UConn's School of Education. As an alum, Carlton was already familiar with the ins and outs of UConn culture and community, where he first saw himself getting involved in higher education. His educational journey started at UConn, and still continues at UConn, as he now resides as an academic advisor in Neag. In this episode, Carlton goes into detail about his professional arc and how his undergraduate years helped shape him into his current position. Alongside Carlton, Tamashi elaborates on her experiences as a first-generation student, her motivation to pursue education, and her career goals post-graduation. She also describes the adversity she faced as a student teacher during the height of the COVID-19 pandemic, having to form relationships with her students over Zoom rather than face-to-face. Together, Carlton and Tamashi offer their stories, plus advice for undergraduates seeking insight about the college journey and after.

Prof. Sandra Chafouleas is a Board of Trustees Distinguished Professor and Neag Endowed Professor in the Department of Educational Psychology within the Neag School of Education. She also serves as the founder and Co-Director of the UConn Collaboratory on School and Child Health (CSCH). She has authored over 150 publications, and regularly serves as a national presenter and invited speaker. She is a fellow in both the American Psychological Association and Association for Psychological Science, and is and Invited Member and Past-President of the Society for the Study of School Psychology. Prof. Chafouleas's work on trauma-informed education are amongst the most highly cited scholarly works in the field. Prof Chafouleas and her team's recent publication, ‘Adverse Childhood Experiences (ACEs): Translation into Action in K12 Education Settings' highlights the challenges and future areas of enquiry in the area of trauma informed education.

Amanda Slavin, is a former educator and Forbes 30 Under 30 honoree, is chairperson and Co-founder of CatalystCreativ, an award-winning community design agency. As an industry pioneer in customer engagement, Amanda also leads the all-new CatalystU, the online learning platform designed to increase business growth and deepen customer connections. All of Amanda's professional experience is modeled after the Seventh Level Engagement Framework—a proprietary methodology adapted from Amanda's thesis work while earning her Master's degree in Curriculum and Instruction at NEAG School of Education. Amanda has helped enhance engagement for brands like Google, The Nature Conservancy, Zappos, HubSpot, and Coca-Cola through design, experiences, and campaigns over the past 15 years.In October 2019, she published the Best Selling book, The Seventh Level, which explains her proprietary framework, and guides readers to use it for themselves.Amanda has used this framework as an advisor to 20+ startups including HubSpot, Kiddie Kredit, Speakfully, SEEN, Official, Voices, Clay, etc as well as a strategic angel investor and venture partner (OzoneX). She's spoken at SXSW, TED, Summit Series, and INBOUND about how The Seventh Level Engagement Framework is the future of meaningful, personal connections and how they are foundational in marketing any business. Amanda's groundbreaking thought leadership has been covered by Inc Magazine, Forbes, Fast Company, Wall Street Journal, and Time Magazine.

Get 20% OFF @manscaped + Free Shipping with promo code ”EXPLICIT20” at MANSCAPED.com! #ad #manscapedpod Get 10% OFF @BRAVO Concealment + Free Shipping with promo code ”EXPLICIT10” at BRAVOconcealment.com! In the 49th episode, I sit down with James Kaufman who is the Professor of Educational Psychology at the Neag School of Education at the University of Connecticut. He is the author/editor of more than 50 books, including Creativity 101 and the Cambridge Handbook of Creativity. He has published more than 300 papers, including the study that spawned the “Sylvia Plath Effect,” and three well-known theories of creativity, including the Four-C Model of Creativity. He is a past president of Division 10 of the American Psychological Association. James has won many awards, including Mensa's research award, the Torrance Award from the National Association for Gifted Children, and APA's Berlyne and Farnsworth awards.

With a General Election just around the corner, the so-called “sleepy” town of Guilford has made national headlines, gripped by a polarizing debate over what's being taught in schools. Guilford High School English Chair George Cooksey and Superintendent Paul Freeman explain that while critical race theory is not itself taught in the K-12 environment in Guilford, “dimension” and diversity of source material is still a priority. Plus, a new Black and Latino Studies elective is rolling out in Connecticut high schools next fall, following the first mandate of its kind in the country. A Windsor High School teacher and student who are piloting the course weigh in. How are educators and curricula adapting to reflect our world? And how can they be caught in the political crossfire? Dr. Paul Freeman - Superintendent, Guilford Public Schools George Cooksey - English Chair, Guilford High School Daisha Brabham - Windsor High School Social Studies Teacher Shakila Campbell - Windsor High School Student Dr. Saran Stewart - Associate Professor of Higher Education and Student Affairs; Director of Global Education at UConn's Neag School of Education Support the show: http://wnpr.org/donate See omnystudio.com/listener for privacy information.

In this special Social Justice Olympic Summit edition of Entrepreneurial Appetite's Black Book Discussions, we feature a conversation with Dr. Joesph Cooper, author of From Exploitation Back to Empowerment: Black Males Holistic (Under)Development Through Sport.About the author: Joseph N. Cooper is the inaugural Dr. J. Keith Motley Endowed Chair of Sports Leadership and Administration at the University of Massachusetts (UMass) Boston. Prior to UMass Boston, Cooper served as an associate professor at the University of Connecticut (UConn) in the Sport Management program in the Department of Educational Leadership and Neag School of Education. Cooper earned his undergraduate degrees in Sociology and Recreation Administration from the University of North Carolina at Chapel Hill (UNC-CH), master's degree in Sports Administration in the Department of Exercise and Sport Science from UNC-CH, and a doctorate in Kinesiology with a concentration in Sport Management and Policy from the University of Georgia (Athens, GA). His research agenda focuses on the intersection between sport, education, race, and culture with an emphasis on sports involvement as a catalyst for holistic development. He is also the faculty founder of Collective Uplift (CU), an organization designed to educate, empower, inspire, and support individuals to maximize their holistic potential both within and beyond athletic contexts. He has presented research at international, national, and regional conferences and published numerous peer-reviewed journal articles, book chapters, edited books, and op-ed contributions. As a result of his research, he has been cited in various media outlets including the New York Times, Boston Globe, ESPN, Le Monde, ABC News, Yahoo, and Diverse Issues in Higher Education. He is the author of From Exploitation Back to Empowerment: Black Male Holistic (Under)Development Through Sport and (Mis)Education.About the Book:  From Exploitation Back to Empowerment: Black Male Holistic (Under)Development Through Sport and (Mis)Education by Joseph N. Cooper addresses three major issues: (1) the under theorization of Black male athletes' socialization processes, (2) the preponderance of deficit-based theories on Black male athletes, and (3) the lack of expansive analyses of Black male athletes from diverse backgrounds. Grounded in empirical research, this text outlines five socialization models of Black male holistic (under)development through sport and (mis)education. The five socialization models include: (a) illusion of singular success model (ISSM), (b) elite athlete lottery model (EALM), (c) transition recovery model (TRM), (d) purposeful participation for expansive personal growth model (P2EPGM), and (e) holistic empowerment model (HEM). Using ecological, race-based, gender-based, psychological, and athletic-based theories, each of the proposed models incorporates critical sociological insights whereby multi-level system factors (sub, chrono, macro, exo, meso, and micro) along with various intersecting identities and additional background characteristics are taken into account. In addition, historical, sociocultural, political, and economic conditions are examined in relation to their influence on Black males' socialization in and through sport and (mis)education. This nuanced analysis allows for the development of a systematic blueprint for Black male athletes' holistic development and more importantly collective racial and cultural uplift.

Our eleventh Reading Meeting from June 13th where our guest was Dr. Devin Kearns. He is an Associate Professor of Special Education in the Neag School of Education at the University of Connecticut (UConn). The conversation focused on Devin's research on syllable types and issues around what research can and cannot tell us. More about past and future meetings can be found at https://www.seidenbergreading.net/zoom

In this week's podcast, we sat down with Madison Levine and Rachel Lauzier, two seniors in the Neag School of Education at the University of Connecticut. They discuss their student teaching experience this past spring and how they navigated being a pre-service teacher in a pandemic. The two of them touch upon hybrid teaching and the challenges they were faced with when balancing in person and at home students. Moreover, they discuss resources they found helpful while facilitating a hybrid classroom and share with us their experience engaging students in NGSS practices.

In this week’s podcast, we sat down with Madison Levine and Rachel Lauzier, two seniors in the Neag School of Education at the University of Connecticut. They discuss their student teaching experience this past spring and how they navigated being a pre-service teacher in a pandemic. The two of them touch upon hybrid teaching and the challenges they were faced with when balancing in person and at home students. Moreover, they discuss resources they found helpful while facilitating a hybrid classroom and share with us their experience engaging students in NGSS practices.

​May is Mental Health Awareness Month. Mental Health America is using this May to build upon last year's "Tools 2 Thrive" campaign by sharing “practical tools that everyone can use to improve their mental health and increase their resiliency regardless of their personal situation." Susan Barrett and Dr. Brandi Simonsen from The Center on PBIS jumped right on top of the theme and started a social media campaign called #SchoolWellnessPBIS on Facebook and Twitter. With online spaces flooded with resources around how to support mental health in schools, their goal was to curate a list of tips and resources for incorporating positive mental health strategies in the classroom. After sharing a few of their strategies in this month's Teach by Design article, we wanted to invite them to the podcast to talk a little about the inspiration behind the campaign and why they feel it's so important to talk about mental health in schools right now. Our conversation includes ideas you can implement today to support students, teachers, and create a community focused not just on self-care, but collective care. As Susan shared, "How do we take care of each other? How do we slow down and build a sense of community...and ecosystem where everybody is thriving?" Sounds like a goal we can all get behind.Susan Barrett serves as a Director for the Center for Social Behavior Support (CSBS) at Old Dominion University and she is an Implementer Partner with The Center on PBIS. She assists with large-scale implementation of PBIS, partners with researchers to evaluate the impact of PBIS on students, school staff, and school communities, and serves on the Board of Directors for the Association of Positive Behavior Supports. She also co-leads a PBIS and mental health expansion effort called the Interconnected Systems Framework. In her research, Susan explores topics ranging from large-scale adoption of PBIS, to mental health, to the adoption of evidence-based practices in schools. Brandi Simonsen is a professor of Special Education with tenure in the Department of Educational Psychology at the Neag School of Education and the Co-Director of the Center for Behavioral Education and Research at the University of Connecticut. She is also the Co-Director of The Center on PBIS, a Co-Principal Investigator of the National Multi-Tiered System of Supports Research Network, a Senior Advisor to the National Center on Intensive Interventions (NCII), and an editorial board member for the Journal of Emotional and Behavioral Disorders. Her areas of interest and expertise include positive and proactive professional development supports for teachers, and applying PBIS in alternative education settings.For more information about the resources mentioned in this episode, check out the following links:Resources for Supporting Schools During and After CrisisSupporting PBIS Implementation Through Phases of Crisis RecoveryAdvancing Education Effectiveness: Interconnecting School Mental Health and School-Wide Positive Behavior SupportHabits of Effective Classroom Practices

In this episode, Dr. Grace Player from the Neag School of Education at the University of Connecticut, Dr. Bridget Turner Kelly from the University of Maryland, and Dr. Michael Funk from New York University focus on how they go about preparing educational professionals through antiracist and liberatory teaching practices. For this conversation, we took it to the kitchen table, keeping love at the center of the hard work that is the H.E.A.R.T. work of antiracist teaching. 

Why have suicide rates increased among teens in U.S. since the start of the COVID-19 Global Pandemic? Licensed psychologist, Dr. Sandra M. Chafouleas, joins us for a discussion and to share her thoughts on the mental health struggle of teenagers in schools.  Dr Chafouleas works as a Distinguished Professor in the Neag School of Education at the University of Connecticut. She directs the UConn Collaboratory on School and Child Health (CSCH), and authors a Psychology Today blog on promoting student well-being. Her work focuses on assisting schools in implementation of evidence-informed policies and practices that support the whole child, with specific expertise in strategies to strengthen mental health and emotional well-being. Prior to becoming a university trainer, Dr. Chafouleas worked as a school psychologist and administrator in a variety of settings supporting the needs of children with behavior disorders.  Join us for this informative conversation on Wednesday, February 17 @ 12pm EST!

Launching a third season of Tucker Center Talks, Dr. LaVoi talks to colleague Dr. Laura Burton, Professor and Department Head, of Neag School of Education at U Conn. Dr. Burton is a Tucker Center affiliated scholar, gender and sport leadership expert, and a woman who has lived a personal and professional life fighting for gender equity. She co-edited a seminal book on this topic with Dr. Sarah Leberman Women in Sport Leadership: Research and Practice for Change (2017). We talk about her work, how to create system change, what she is excited about, and advice for young women scholars. To sign up for the #disruptHERS ‘Stat of the Week’ that draws attention to people, organizations, and events that disrupt the status quo in sport. #disruptHERS is a campaign and movement that highlights disruptions to the normative model of sport, created by and for men, and that privileges men, and why it matters. 24' 30'' Host: Dr. Nicole LaVoi For complete shows notes and more information, links and resources as well as other conversations from the world of women’s sport including articles, blogs, videos and podcasts visit wispsports.com. WiSP Sports is the World’s First and Only Podcast Network for Women’s Sport with more than 60 hosts, 1300+ episodes across 50 shows and over 7 million downloads. WiSP Sports is on all major podcast players. Follow WiSP Sports on social media @WiSPsports. Contact us at info@wispsports.com.    

In this episode, I talk with a first-grade teacher who saved the lives of her fifteen students during the attack at Sandy Hook Elementary on December 14, 2012. Kaitlin Roig-DeBellis is now an author of the book Choosing Hope and the Founder & Executive Director of Classes 4 Classes, Inc. In the attack, twenty 6 and 7-year-olds and six staff members were murdered. Kaitlin shares her story from that day as well as how she has decided to push through the trauma and grief to create a program that empowers students and teachers around the country.Kaitlin attended UCONN and was accepted to the NEAG School of Education, where she completed her Masters of Education with honors in 2006. She was a member of Order of Omega honor society, The Historical honor society and the NEAG honor society, and was named a New England Scholar in 2005. She taught at Sandy Hook Elementary for several years before leaving to start Classes 4 Classes, Inc. In addition to her leadership role at Classes 4 Classes, Inc., Kaitlin teaches the Level III active shooter prevention course, The Power of Choice, for ONE Training.Classes 4 Classes, Inc. is a 501(c)(3) organization whose mission is to teach children the power of kindness and compassion through their ability to create positive change for others. The platform provided by our website actively engages students in learning a social curriculum through the exchange of gifts with other K-8 classrooms, which fulfill a need or educational objective. These gifts are crowd-funded by visitors and donors to our site. The gift is given to the teacher and the students in the receiving classroom only once the project goal is reached, and the receiving classroom has started their own project to “pay it 4ward” to another classroom.Learn more about Kaitlin and her many accolades, here: https://kaitlinroigdebellis.org/about/Learn more about Classes 4 Classes, Inc. here: http://www.classes4classes.org/Learn more about ONE Training here: www.trainingone.org.Purchase Kaitlin's book, Choosing Hope, here.

Today it’s great to have Susan Baum on the podcast. Dr. Baum is the Director of the 2e Center for Research and Professional Development at Bridges Academy, a school for twice-exceptional children. She is also Provost of the Bridges Graduate School of Cognitive Diversity in Education. She is the author of many books and articles primarily focusing on understanding and nurturing the needs of special populations of gifted underachieving students including the award-winning 3rd edition of her seminal work To Be Gifted & Learning Disabled. Her research and experience in the field of twice-exceptional education have earned her much recognition: 2010 recipient of the Lifetime Achievement Award granted by the Weinfeld Group, 2011 recipient of the Connecticut Association for the Gifted “Friend of the Gifted Award; the 2015 Distinguished Professional Alumni Award from the Neag School of Education; the Lifetime Achievement Award from AEGUS and the 2e Newsletter in 2017, as well as the Alexinia Baldwin Award from National Association for Gifted Students in 2019. Time Stamps [01:30] Dr. Baum’s experience in the field of twice-exceptional education [02:53] “Gifted Education” research in 1985 [04:07] What it means to be 2e [06:00] The difference between gifted and non-gifted in students with learning disabilities [07:50] What counts as “gifted” [09:25] The importance of divergent thinking in creative problem-solving [14:07] Dr. Baum’s work on multiple intelligences theory [16:18] Dr. Baum’s assessment tools for identifying strengths, interests and talents [19:54] The 4 personality types identified by Dr. Baum’s assessment tools [24:48] Bridges Graduate School of Cognitive Diversity in Education and embracing neurodiversity [30:18] “It isn’t easy being green” [36:33] Learning styles vs. strengths [41:58] General intelligence and working memory in 2e learners [46:05] Circumventing the limitations of working memory and strengths-based education [49:41] The importance of a community of support in 2e education

Description: CSCH Program Manager Helene Marcy interviews a panel of experts on school staff wellness.Host: Helene Marcy, Program Manager, UConn Collaboratory on School and Child HealthGuests:Lisa Sanetti, Professor of Educational Psychology in the Neag School of Education and CSCH Steering Committee memberRavit Stein, Director of Psychological and Behavioral Consultation Services at EASTCONNTaylor Koriakin, Educational and Behavioral Consultant, EASTCONN and CSCH AffiliateRead a transcript of the podcast.Resources UConn Collaboratory on School and Child Health (CSCH)CSCH Brief: Connecticut School Administrator Perspectives on Priorities During COVID-19School Psychology Program at UConnEASTCONN Psychological and Behavioral Consultation DepartmentThe National Institute for Occupational Safety and Health (NIOSH) Total Worker Health ProgramSocial Media LinksLisa Sanetti on TwitterRavit Stein on TwitterTaylor Koriakin on Twitter@UConnCSCH on Twitter@UConnCSCH on FacebookProduced by Helene Marcy, Sandy Chafouleas & Emily Iovino.Directed and edited by Helene Marcy.This recording has been made available for informational and educational purposes only.CSCH Spotlight on Well-being During COVID: School Employee Wellness was created by the UConn Collaboratory on School and Child Health and recorded in October 2020. This podcast was made possible in part by funding from the Neag Foundation, which serves as a philanthropic force for positive change in education, health, and human services initiatives.Copyright © 2020 by the University of Connecticut. All rights reserved.

In this episode, Nicole talks to colleague Dr. Jennifer (Bruening) McGarry who is a professor of sport management and department head in Educational Leadership in the Neag School of Education at the University of Connecticut and Executive Director of Husky Sport. They discuss Jennifer's career pathway, which includes stints as a coach and athletics director, her research related to gender and sport, which is focused primarily on barriers and supports for women, and those from minoritised ethnic and socio-economic groups. Jennifer also offers advice to women who want to pursue a career in sport.  Host: Dr. Nicole LaVoi Podcast length: 24 mins A co-production with the Tucker Center for Research on Girls and Women in Sport. For more information, links and resources plus conversations from the world of women’s sport including articles, blogs, videos and podcasts visit wispsports.com. WiSP Sports is the World’s First and Only Podcast Network for Women’s Sport with more than 60 hosts, 1300+ episodes across 50 shows and over 7 million downloads. WiSP Sports is on all major podcast players. Follow WiSP Sports on social media @WiSPsports. Contact us

Description: CSCH Program Manager Helene Marcy interviews CSCH Co-Director Sandra Chafouleas and Amy Briesch about the NEEDs2 project (funded by the Institute of Education Sciences) which explored what school personnel and families think about the role for schools in student social, emotional, and behavioral screeningHost: Helene Marcy, Program Manager, UConn Collaboratory on School and Child HealthGuests:Sandra Chafouleas, Board of Trustees Distinguished Professor and Neag Professor of Educational Psychology in the Neag School of Education and CSCH Co-DirectorAmy Briesch, Associate Professor of Applied Psychology in the Bouvé College of Health Sciences at Northeastern University and graduate of UConn school psychology doctoral programRead a transcript of the podcast.Resources NEEDs2 Project websiteUConn Collaboratory on School and Child HealthSocial Media LinksSandra Chafouleas on TwitterAmy Briesch on Twitter@UConnCSCH on Twitter@UConnCSCH on FacebookProduced by Helene Marcy & Sandy Chafouleas Directed and edited by Helene MarcyThis recording has been made available for informational and educational purposes only. What school personnel and parents think about the role schools play in identifying and supporting kids’ social, emotional, and behavioral needs was created by the UConn Collaboratory on School and Child Health and recorded in August 2020. Copyright © 2020 by the University of Connecticut. All rights reserved.

This week, Professor Rachael Gabriel, director of the Neag School of Education's Reading and Language Arts Center, talks about what she's done to help students, parents, and teachers stay on top of reading education during the pandemic, and we learn about the fatal flaw in a plan to illegally change the grades of students. 

Did you ever play the game Statues as a child? This is how you play: A person starts out as the Curator and stands at the end of a field. Everyone else playing stands at the far end. The Curator turns their back to the field, and the "Statues" attempt to race across and tag the Curator. Whenever the Curator turns around, the Statues must freeze in position and hold that for as long as the Curator looks at them. If a Statue is caught moving, they are sent back to the starting line to begin again. The object of the game is for a "Statue" to tag the Curator, thereby becoming the Curator and resetting the game.  Americans are starting to really examine the statues in their communities including here in our state. We are all acting as curators. This hour, we’re digging into the debate and we will hear from artists about sculpture today. How do you view the role of monuments in your town? We want to hear from you. GUESTS: Dana King - sculptor and artist in Oakland, California (@danakingart360) Alan Marcus - Professor at the Department of Curriculum and Instruction in the Neag School of Education Marisa Lerer, Ph.D. - Associate Professor of Art History at Manahattan College and Cochair of Public Art Dialogue (@PublicArtDialog) Support the show: http://wnpr.org/donate See omnystudio.com/policies/listener for privacy information.

Guest, Dr. Sandy Chafouleas, shared the Direct Behavior Rating (DBR) can be effective and efficient as a progress monitoring tool as well as a targeted screening tool. Dr. Sandra M. Chafouleas is a Board of Trustees Distinguished Professor in the Department of Educational Psychology within the Neag School of Education. She also serves as the founder and Co-Director of the UConn Collaboratory on School and Child Health (CSCH). Dr. Chafouleas received her Ph.D. in psychology (school) from Syracuse University and has been a licensed psychologist in Connecticut since 2001. Dr. Chafouleas has demonstrated continued success with extramurally funded research since 2006, with work focused on supporting school system implementation of evidence-informed practices and expertise in areas of integrated health and learning (whole child), school mental health, and behavior assessment. She has authored over 150 publications, and regularly serves as a national presenter and invited speaker.  She is a fellow in both the American Psychological Association and Association for Psychological Science, and is and Invited Member and Past-President of the Society for the Study of School Psychology.  She received the 2018 Edward C. Marth Graduate Mentorship award from the University of Connecticut AAUP; the 2018 UConn Alumni Foundation award for Faculty Excellence in Research and Creativity Award in the Humanities, Arts and Social Sciences; the 2016 APA Division 16 Oakland Mid-Career Scholar Award; the 2009 UConn Alumni Association award for Excellence in Graduate Teaching; and previously served as associate dean for The Graduate School (2012-2014) and then the associate dean for research in the Neag School (2014-2016). Prior to becoming a university trainer, she worked as a school psychologist and school administrator in a variety of settings supporting the needs of children with behavior disorders.

There are social, academic, and personal obstacles inherent to boys, and when you add other features like giftedness, things can get complicated. How can we help boys understand social expectations, and learn to be themselves, often in spite of those expectations? Dr. Tom Hébert talks with us about the things he’s learned as an educator, and as a trainer of educators working in gifted education. About the guest - Thomas Hébert, Ph.D., is a Professor of Gifted and Talented Education in the College of Education at the University of South Carolina. He has more than a decade of K-12 classroom experience working with gifted students and over 20 years in higher education training graduate students and educators in gifted education. He has also conducted research for the National Research Center on the Gifted and Talented. He served on the Board of Directors of the National Association for Gifted Children (NAGC) and the Association for the Gifted of the Council for Exceptional Children (CEC) and has been a consultant to numerous schools nationally and internationally. His research interests include social and emotional development of gifted students, gifted culturally diverse students, and problems faced by gifted young men. His publications include over 100 refereed journal articles, book chapters, and scholarly reports. He is the author of the award-winning text Understanding the Social and Emotional Lives of Gifted Students. He has received numerous research and teaching awards including the 2000 Early Scholar Award from the National Association for Gifted Children, and the 2012 Distinguished Alumni Award from the Neag School of Education at the University of Connecticut. You can support the podcast and receive subscriber-only benefits at www.patreon.com/mindmatters. The Mind Matters podcast is available on Facebook and Instagram at Mind Matters Podcast, and on Twitter @MindMattersPod. For more information go to www.MindMattersPodcast.com. Thank you for caring about kids. Copyright © 2019 Morris Creative Services LLC. All rights reserved.

Description: CSCH Program Manager Helene Marcy interviews CSCH Co-Director Sandra Chafouleas and CSCH Affiliate Emily Iovino about their study looking at how the caregivers of children with developmental disabilities define and view their own self-careHost: Helene Marcy, Program Manager, UConn Collaboratory on School and Child HealthGuests:Sandra Chafouleas, Board of Trustees Distinguished Professor of Educational Psychology in the Neag School of Education and CSCH Co-Director Emily Iovino, doctoral student, UConn school psychology program and CSCH AffiliateRead a transcript of the podcast.Resources CSCH Brief – Stress: Family Caregivers of Children with DisabilitiesUConn Collaboratory on School and Child HealthSocial Media LinksSandra Chafouleas on TwitterEmily Iovino on Twitter@UConnCSCH on Twitter@UConnCSCH on FacebookProduced by Helene Marcy & Sandy Chafouleas Directed and edited by Helene MarcyThis recording has been made available for informational and educational purposes only. The Self-Care of Caregivers of Children with Developmental Disabilities was created by the UConn Collaboratory on School and Child Health and recorded in January 2020. Copyright © 2020 by the University of Connecticut. All rights reserved.

A conversation between Jordan Rich and Sara Renzulli, visiting Assistant Professor, Counselor Education & Counseling Psychology Program with the Neag School of Education at the University of Connecticut.  Much of her time is dedicated to helping exceptional kids with learning differences navigate school and social life, helping them grow into confident, capable adults.     Sara shares her own story of childhood struggle and what she has learned in achieving balance and success. If you have a story worth sharing on this podcast, write to jordan@chartproductions.com. If you’d like to discover ways to support and become involved with the Webb Innovation Center for Dyslexia, please visit our website at WICD.org.

Description: CSCH Program Manager Helene Marcy interviews CSCH Co-Director Sandra Chafouleas and CSCH Steering Committee Member Marlene Schwartz about their work developing the WellSAT WSCC ToolHost: Helene Marcy, Program Manager, UConn Collaboratory on School and Child HealthGuests:Sandra Chafouleas, Board of Trustees Distinguished Professor of Educational Psychology in the Neag School of Education and CSCH Co-DirectorMarlene Schwartz, Professor in Human Development and Family Sciences, Director of the UConn Rudd Center and CSCH Steering Committee MemberRead a transcript of the podcast.Resources Mentioned in the PodcastWellSAT WSCC ToolUConn Rudd Center for Food Policy & ObesityUConn Collaboratory on School and Child HealthProduced by Helene Marcy & Sandy Chafouleas Directed and edited by Helene MarcyThis recording has been made available for informational and educational purposes only.What is the WellSAT WSCC? was created by the UConn Collaboratory on School and Child Health and recorded in September 2019. Copyright © 2019 by the University of Connecticut. All rights reserved.

CSCH Steering Committee member Lisa Sanetti interviews CSCH affiliates Xiaomei Cong and Angela Starkweather about their work in the UConn Center for Advancement in Managing PainHost: Lisa Sanetti, Associate Professor, Educational Psychology, Neag School of EducationGuests: Xiaomei Cong, Professor, School of Nursing and Director, Center for Advancement in Managing Pain Angela Starkweather, Professor, School of NursingRead a transcript of the podcast.Read the CSCH Report on Team Science CSCH Team Science Principles in School and Child Health Research.pdfResources Mentioned in the Podcast Team Science Toolkit – National Cancer InstituteInternational Network for the Science of Team Science (holds annual team science conference)UConn Center for Advancement in Managing Pain (CAMP) (including information about the annual Pain Symposium)Produced by Lisa Sanetti & Helene Marcy Directed and edited by Taijek Mike Using a Team Science Approach to Advance Pain Research was created by the UConn Collaboratory on School and Child Health and recorded in February 2019. Copyright © 2019 by the University of Connecticut. All rights reserved. This recording has been made available for informational and educational purposes only.

## AnthroAlert## Episode 26: STEMOriginally aired 15 December 2017 on bullsradio.orgDr. Rebecca Campbell is our guest this week.Dr. Campbell is part of a team of researchers at the University of Connecticut and the University of South Florida, with affiliates elsewhere, working on a project exploring how social capital and cultural models impact the retention and degree attainment of women and underrepresented minorities in STEM undergraduate programs. The research is supported by a grant from the National Science Foundation and is led by the PI, Dr. Gladis Kersaint, who is the Dean in the Neag School of Education at UConn. The research team includes an interdisciplinary team of researchers including anthropologists, sociologists, methodologists, educators, and engineers who are using their collective expertise to address the research questions being examined. Other members of the team include Dr. Chrystal Smith and myself who moved to UConn with Dr. Kersaint and the remainder of the USF team that includes Dr. George MacDonald and Mr. Reginald Lee at the Center for Research, Evaluation, Assessment, and Measurement and the College of Education here at USF; Dr. John Skvoretz, Distinguished University Professor of Sociology; Dr. Kingsley Reeves, Assistant Professor of Industrial & Management Systems Engineering and Dr. Hes Wao formerly of USF Health.This mixed-methods research is guided by the collective and interdisciplinary expertise of the research team and utilizes approaches from each of the disciplinary areas. For example, we use cognitive anthropology theory to think about cultural models, and anthropological research methods, such as Think Alouds and Freelisting, which help us increase reliability and validity of our survey and interview methods. Ego Network Analysis stems from Sociology, and we use it to understand social capital by looking at the people or influencers who helped our survey respondents get into and succeed in engineering. From education, we incorporate linear logistic test model (LLTM) to provide conceptual knowledge states (CKS) estimates; basically that means we designed survey items to measure concepts important in our research. These include Academic Preparation, Persistence & Success, Resources, Departmental Support, Relationships & Support, Limitations, and Fit.There were nearly 2,200 students in our first survey, and we have followed them from their freshmen year of engineering until now, which is their fourth year as students. We’ve conducted the first set of interviews with a subsample of 55 women and underrepresented engineering students. There are 10 colleges of engineering that cater to different types of student populations in our four-year longitudinal study. Our important outcome variables are: 1) the decision to pursue engineering undergraduate degrees and 2) retention to the fourth year of the degree program. We are in the process of analyzing data and deploying our fourth survey and second set of interviews. We’ve presented our interim findings at conferences, to the National Science Foundation, to our participating universities, and through journal articles under review.Findings include those listed in our 2016 Annual Report, which will be discussed during Friday’sradio show.Listen Live Friday at 3 PM EST https://tunein.com/radio/Bulls-Radio-897-s230635/## Podcast link## Video link## Album art photo credit:Oliver Thompsonhttps://flic.kr/p/9zVPYBCC License: https://creativecommons.org/licenses/by/2.0/## Intro music credit:Awel by stefsaxhttp://ccmixter.org/files/stefsax/7785http://creativecommons.org/licenses/by/2.5/Urbana-Metronica (wooh-yeah mix) by spinningmerkabahttp://ccmixter.org/files/jlbrock44/33345https://creativecommons.org/licenses/by/3.0/There's A Better WAY ! by Loveshadowhttp://ccmixter.org/files/Loveshadow/34402https://creativecommons.org/licenses/by/3.0/"Jungle Tracking" by pingnewshttp://ccmixter.org/files/pingnews/13481https://creativecommons.org/licenses/by/3.0/ See acast.com/privacy for privacy and opt-out information.

In this episode of the of TeacherCast Podcast, we welcome https://www.teachercast.net/?s=ascd (ASCD) Author Dr. Ronald Bethetto on the program to discuss his new book What If? Building Students' Problem-Solving Skills Through Complex Challenges. We wish to thank ASCD for making this show possible. https://www.teachercast.net/product/1416626417/US/teach00-20/?cart=y ()In this episode, we discuss: The problem with waiting for “someday” Innovation – Imagination – Creativity Can you teach creativity? Routine tasks vs. complex challenges, Lesson unplanning How to get rid of uncertainty in the classroom Legacy challenges, Stop-Think-Do-Learn action principles How to take risks in the classroom Anything else you'd like to discuss. About our GuestDr. Beghetto is an internationally recognized expert on creative thought and action in educational settings. He serves as Professor of Educational Psychology, Director of UCONN's Innovation House and Graduate Program Coordinator for the Cognition, Instruction, Learning, & Technology Program in the Neag School of Education at the University of Connecticut.  Dr. Beghetto is the Editor for the Journal of Creative Behavior, series editor for Creative Theory and Action in Education (Springer Books), and serves as a creativity advisor for Lego Foundation. His work highlights how making slight changes to existing teaching, learning, and leadership practices can result in transformative ways of thinking and acting.  Links of Interesthttp://www.ronaldbeghetto.com (http://www.ronaldbeghetto.com) http://www.ascd.org/Publications/Books/Overview/What-If-Building-Students-Problem-Solving-Skills-Through-Complex-Challenges.aspx (ASCD Author Website) http://www.ascd.org/ASCD/pdf/siteASCD/publications/books/What-If-Building-Students-Problem-Solving-Skills-Sample-Chapters.pdf (Read Chapter 1) Follow our PodcastThe TeacherCast Educational Broadcasting Network | http://www.twitter.com/teachercast (@TeacherCast) Follow our HostJeff Bradbury | http://www.twitter.com/jeffbradbury (@JeffBradbury) Join our PLNAre you enjoying the TeacherCast Network, please share your thoughts with the world by https://itunes.apple.com/us/podcast/educational-podcasting-today/id972444781?mt=2 (commenting on iTunes) today? I enjoy reading and sharing your comments on the podcast each week. Let's Work TogetherHost: Jeff Bradbury http://www.twitter.com/teachercast (@TeacherCast) | http://twitter.com/jeffbradbury (@JeffBradbury) Email: info@teachercast.net Voice Mail: http://www.teachercast.net/voicemail (http://www.TeacherCast.net/voicemail) YouTube: http://www.teachercast.net/YouTube (http://www.TeacherCast.net/YouTube) iTunes: http://www.teachercast.net/iTunes (http://www.TeacherCast.net/iTunes) Check Out More TeacherCast ProgrammingTeacherCast Podcast (http://www.teachercast.net/tcp (http://www.teachercast.net/tcp)) Educational Podcasting Today (http://www.educationalpodcasting.today/ (http://www.educationalpodcasting.today)) The https://www.teachercast.net/tep (TechEducator Podcast) (http://www.techeducatorpodcast.com/ (http://www.techeducatorpodcast.com)) Ask The Tech Coach (http://www.askthetechcoach.com/ (http://www.AskTheTechCoach.com)) View LIVE Professional Development from TeacherCastJoin us LIVE every Tuesday at [8:00] PM EST: http://www.teachercast.tv/ (http://www.TeacherCast.tv) Need a Presenter?Jeff Bradbury http://www.teachercast.net/twitter ((@TeacherCast)) is available as a http://jeffreybradbury.com/ (Keynote Speaker, Presenter), or to Broadcast your conference LIVE!

Meaningful problem solving typically involves very complex and overwhelming problems with many uncertainties. Out guest provides a proven roadmap for teaching students problem-solving skills through complex challenges. Follow: @drncgarrett @ASCD @bamradionetwork Ronald Beghetto, author of upcoming book: What If? Building Students' Problem-Solving Skills Through Complex Challenges (August). He serves as Professor of Educational Psychology, Director of UCONN's Innovation House and Graduate Program Coordinator for the Cognition, Instruction, Learning, & Technology Program in the Neag School of Education at the University of Connecticut. Host Chaunte Garrett is the director of accountability for the Rowan-Salisbury school system in North Carolina, an education consultant, and an ASCD Emerging Leader.

This week, we talk cyber security and terrorism with Prof. Evan Perkoski, learn how Kristi Kaeppel went from dropping out of high school to pursuing a PhD in the Neag School of Education, and consider some traditions of bygone UConn that are probably best left in the past.

Join us as experienced teachers offer tips to those considering joining the profession Follow: @larryferlazzo @GuidingTeachers @gkersaint @Bamradionetwork Jeri Asaro loves her job as an eighth-grade English teacher. As a former educational writer for www.inspiringteachers.com, she specialized in offering guidelines to novice teachers. Gladis Kersaint, PhD, is the Dean and Professor of Mathematics Education at the Neag School of Education at the University of Connecticut. Denisse R. Thompson is Professor Emeritus, Mathematics Education, in the Department of Teaching and Learning at the University of South Florida and returned in 2016 to serve as Interim Chair of the Department.

Click for Shownotes Amanda Slavin is CEO and Founder of CatalystCreativ, an experience studio that designs experiences for brands to tell their story in a more impactful way funded by the Downtown Project, (the 350 million dollar city-as-a-start-up project funded by Tony Hsieh CEO of Zappos) most known for CatalystCreativ’s monthly speaker series, Catalyst Week in Downtown Vegas. She earned her Masters in Curriculum and Instruction from the University of Connecticut’s Neag School of Education and wrote her thesis on the impact outdoor community has on engagement creating a metrics of engagement. She has used this foundation of understanding engagement in her approach to grassroots marketing and business development. She started with Paige Management in 2009 and built the events, marketing, social media, online marketing departments from the ground up. She launched the Ainsworth, (number 1 sports bar 3 years in a row by Zagat) with no social media, using only grassroots marketing to do so. She oversaw partnerships with Axe/Unilever and Madison Square Garden, as well as created and spearheaded from the ground up a 16 week activation for LVMH for their new product Moet Ice in 2010 overseeing and activating a 16 week launch of events, tastemaker dinners and experiential marketing in a 15 bedroom estate in Watermill NY. Amanda was listed on this year’s Forbes 30 Under 30 for Marketing and Advertising. Inside This Episode Motivational Quote “Are you bored with life? Then throw yourself into some work you believe in with all your heart, live for it, die for it, and you will find happiness that you never thought could be yours.” – Audrey Hepburn (Do what you love!) Must Read Book Productivity Tool/Tip glassfrog.holacracy.org Other Resources BizChix Episodes mentioned in this episode Connect with Amanda catalystcreativ.com Twitter Facebook LinkedIn Instagram Thank you so much for listening.  If you enjoyed the episode, please consider subscribing in iTunes  and Stitcher and leaving a rating and or review.  This helps us continue to be featured in New & Noteworthy so that more people can find us. Click here to join the Biz Chix community Thank you to our Sponsors:     

VGHVI Latest Thoughts Podcast with Roger Travis and Mike Young, professor of Educational Psychology at the University of Connecticut’s Neag School of Education and director of UConn’s educational technology program. Roger and Mike discuss the problem of fun as it relates to learning. When you co-opt a game for learning, is it possible to keep the fun? Produced by Randy Ma.(Here's a direct link to the podcast.)Mike Young’s information at UConn Mike's thread on co-opting games for learningSituated cognition on Wikipedia, as edited by one of Mike’s classes Mihály Csíkszentmihályi on Wikipedia, and his concept “flow” John Seely Brown on Wikipedia, and at his own very nice website; his piece on the potential of World of Warcraft.

While its intuitive appeal remains strong, the adoption of universal design is often thwarted by challenges common to postsecondary classrooms. This presentation will engage participants in building awareness of universal design (UD) and the promise and challenges of implementation through interactive role playing by the presenters. Principles of universal design will be presented as point-counterpoint for discussion and debate, as participants realize the advantages and concerns surrounding UD implementation from an individual, as well as, an institutional perspective. Manju Banerjee is assistant professor in the Neag School of Education at the University of Connecticut, Storrs, CT. She is a research and education consultant for the Educational Testing Service, Princeton, NJ, and has over 20 years experience in the field of learning and other disabilities. She is the former Director of Disability Services at Lesley University in Cambridge, Massachusetts. Manju is a certified diagnostician and teacher-consultant for learning disabilities. She has worked as a postsecondary disability service provider, vocational rehabilitation counselor, faculty member, and researcher for many years. Manju has published and presented both nationally and internationally on topics including disability documentation and assessment, technology mediated learning, and universal design in instruction. Her areas of research include technological competencies for college students with learning disabilities and universal design in high stakes assessment. Loring C. Brinckerhoff, Ph.D. is Director of the Office of Disability Policy at Educational Testing Service (ETS). He also serves as a higher education and disability consultant to Recording for the Blind & Dyslexic (RFB&D) and Harvard Medical School. He received his doctorate in learning disabilities from the University of Wisconsin-Madison. He is past-president of the Association of Higher Education and Disability (AHEAD) and former secretary of the National Joint Committee on Learning Disabilities. Area of expertise: Transition from high school to post-secondary education for students with learning disabilities; high stakes testing and accommodations; gifted adults with disabilities.