Podcast appearances and mentions of William T Grant

Adam Gamoran is president of the William T. Grant Foundation. Before that he was a professor of sociology at the University of Wisconsin-Madison. Disclaimer: TPI received a grant from the William T. Grant Foundation that allowed us to explore ways in which the 2019 Evidence Act could be administered more effectively.

Niobe Way, Ed. D., is Professor of Developmental Psychology and the founder of the Project for the Advancement of Our Common Humanity at New York University (PACH). She is also past President of the Society for Research on Adolescence (SRA) and co-director of the Center for Research on Culture, Development, and Education at NYU. Her work focuses on the intersections of culture, context, and human development, with a particular focus on social and emotional development and how cultural ideologies influence developmental trajectories. The Listening Project, her current project with Joseph Nelson, Hirokazu Yoshikawa, David Kirkland, and Alisha Ali, aims to foster curiosity and connection in and outside of middle school classrooms across New York City. In addition, she created and teaches a core course for undergraduates at NYU called The Science of Human Connection. The course describes her theoretical and empirical framework developed over three decades and discussed in her latest co-edited book The Crisis of Connection: Its Roots, Consequences, and Solution (NYU Press). Dr. Way has also authored nearly a hundred journal articles and books, including Deep Secrets: Boys' Friendships and the Crisis of Connection (Harvard University Press) and Everyday Courage: The Lives and Stories of Urban Teenagers (NYU Press). Her research has been funded by the National Institute of Mental Health and numerous foundations including The National Science Foundation, The William T. Grant Foundation, The Einhorn Family Charitable Trust Foundation, and The Spencer Foundation. She is a contributor to Huffington Post, Psychology Today, and her research is regularly featured in mainstream media outlets (e.g., New York Times, NPR, Today Show, NBC). Examples include Two Cheers for Feminism!and Guys, We Have A Problem: How American Masculinity Creates Lonely Men. 

Donald Chi is Professor of Oral Health Sciences and the Lloyd and Kay Chapman Endowed Chair for Oral Health at the University of Washington School of Dentistry. He is also Associate Chair for Research in the Department of Health Services at the UW School of Public Health. His research focuses on understanding and addressing children’s oral health inequalities. He is a William T. Grant Foundation Scholar and was a Fellow at the Center for Advanced Studies in the Behavioral Sciences at Stanford University. Dr. Chi has published over 100 peer-reviewed manuscripts. He is Chair of the American Academy of Pediatric Dentistry’s Council on Scientific Affairs. He teaches public health and clinical dentistry, and maintains an active dental practice treating patients at the Odessa Brown Children's Clinic in Seattle.

What works best to teach children in our schools? How does pollution affect public health? Why is economic inequality on the rise? These are just some of the big and important questions researchers try to answer every day. But all too often, their findings don’t actually help usher in improvements in the lives of people. Why not? The William T. Grant Foundation’s Vivian Tseng shares the history of research use in U.S. education policy, how a new approach to research can improve connections between scholars and policymakers, and what further changes are needed to make research matter. For more on this topic: Read Vivian’s blog post about evidence use across sectors and around the globe Find her paper with Professor Cynthia Coburn on using evidence in the U.S. Check out the William T. Grant Foundation’s research grants on improving the use of research evidence

There’s no question that our country is diversifying. By 2030, immigration will overtake births as the dominant driver of population growth. Soon, there will be a majority-minority population in the United States, meaning that not a single ethnic or racial group will make up over 50 percent of the population. Students of color already make up the majority of K-12 students. How is this shift changing school environments and student learning? To answer this question, Critical Window, a podcast by the Alliance for Excellent Education (All4Ed), turned to Dr. Joanna Lee Williams, associate professor in the Curry School of Education and Human Development at the University of Virginia. Dr. Williams researches race and ethnicity as social contexts for youth development. “Adolescence is a critical time for thinking about racial and ethnic group membership,” explained Dr. Williams. “During this time, young people's cognitive abilities start to grow and develop in ways that allow them to think more abstractly about the world and their experiences in it…this often becomes a time when young people begin exploring this ‘who am I’ question in general.” Listen as Williams explores how racial and ethnic identity development impacts students and their learning environments, and how educators can support students in their identity development, on this episode of Critical Window. Critical Window is a podcast from the Alliance for Excellent Education that explores the rapid changes happening in the body and the brain during adolescence and what these changes mean for educators, policymakers, and parents.  Subscribe to Critical Window on Apple Music, Stitcher or wherever you find podcasts. Expand Transcript Collapse Transcript Hans Hermann: Welcome to Critical Window, a podcast from the Alliance for Excellent Education that explores the rapid changes happening in the body and the brain during adolescence and what these changes mean for educators, policymakers and communities. This week on Critical Window we're learning about racial and ethnic identity development during adolescence and how educators can support students in their identity development. Dr. Joanna Lee Williams is an associate professor in the Curry School of Education and Human Development at the University of Virginia and is affiliated with Youth-Nex, the U.Va. Center to Promote Effective Youth Development and previously served as the director of research for Young Women Leaders Program, a mentoring program for middle school girls. She is also an affiliate of the Curry School News Center for Race and Public Education in the South. Dr. Williams' research interests focus on race and ethnicity as social contexts for youth development. Specifically, her work examines ethnic identity as a form of positive youth development in the face of discrimination and other stressors and ethnic identity in relation to youths' beliefs and behaviors. She has also applied interests in understanding diversity, peer relations and positive outcomes in youth development programs. In 2014, Dr. Williams was one of five scholars in the country to be awarded the William T. Grant Foundation Award for a five-year study for the benefits and challenges of ethnic diversity in middle schools and Dr. Williams received her Ph.D. in 2008 in Developmental Psychology from Temple University. Welcome to the show, Dr. Williams. Joanna Lee Williams: Thank you for having me. Hans Hermann: Before we start, I just want to reference a couple of numbers for folks. We're in a country that has a changing level of diversity and especially as we see in our schools and our younger populations. By 2030, immigration is gonna overtake births as the dominant driver of population growth.

In this episode I'm joined by two special guests and we're talking about a recent merger that may have gone unnoticed by many, but to me could be a tiny rumble before a tremendous shift that could rock education in a lot of ways. Here were some of the headlines:New Merger Wants to Create ‘WeWork for Education’ Via Digital Badges and Mini-CampusesNext for SNHU: Game-Based Learning and Digital Badges for Middle SchoolersSouthern New Hampshire University and LRNG Merge to Deploy Innovative Community-Based Education Strategy in Cities Across the U.S.My guests are two critical players leading education reform, research, and practice in this country. Dr. Kylie Peppler is an artist by training - Associate Professor of Learning Sciences at UC Irvine and engages in research that focuses on the intersection of arts, computational technologies and interest-driven learning. In addition to serving as the Director of the Creativity Labs at Irvine, Dr. Peppler is the Chief Learning Officer at Collective Shift/LRNG, the former lead of the MacArthur Foundation’s Make-to-Learn initiative, and a member of the 2016 and 2017 National Educational Technology Plan Committee, sponsored by the U.S. Department of Education. Peppler was on the original NSF-sponsored Scratch team during the initial design and early study of the Scratch platform. Since this time, she has specialized in studying e-textile design with the LilyPad Arduino.Connie Yowell is the visionary and CEO of Collective Shift, bringing considerable experience from the MacArthur Foundation where she oversaw a $150 million program on Digital Media and Learning.Prior to joining the Foundation, Connie was an Associate Professor at the University of Illinois, publishing scholarly work that examines the complex interplay among young people’s emerging identity, their social context and achievement. Connie briefly served as Policy Analyst in the U.S. Department of Education during the Clinton Administration, and has worked closely with teachers and administrators to develop programs for youth development.In 2004, Connie received the Distinguished Fellows Award from the William T. Grant Foundation, an award to support scholars seeking to bridge research and practice, under which she worked with the National Writing Project to develop approaches that integrate web 2.0 technologies into the social practices of teachers. Connie earned her bachelor’s degree from Yale, and her PhD from Stanford University.My thanks to Kylie and Connie for joining. You'll hear a change in audio on Connie's mic mid-way through the interview...we had some technical difficulties with our connection, but persevered. Whether you agree with me that their story could be a taste of new education paradigms to come, I hope you'll join me in cheering them on. We need all of the brains we can get iterating toward a future where learning is accessible, connected, counted for everyone. LRNG / SNHU Merger Press Release: https://www.prnewswire.com/news-releases/southern-new-hampshire-university-and-lrng-merge-to-deploy-innovative-community-based-education-strategy-in-cities-across-the-us-300734026.htmlMastery Transcript Consortium: http://mastery.org/LRNG: https://www.lrng.org/Souther New Hampshire University: https://www.snhu.edu/Open Badges: https://openbadges.org/Walk Out, Walk On - Book by Margaret J. Wheatley and Deborah Frieze: http://a.co/d/cFUsNUSEdSurge Says: New Merger Wants to Create ‘WeWork for Education’ Via Digital Badges and Mini-Campuses: https://www.edsurge.com/news/2018-10-23-new-merger-wants-to-create-wework-for-education-via-digital-badges-and-mini-campusesAnd the official press release headline was: Southern New Hampshire University and LRNG Merge to Deploy Innovative Community-Based Education Strategy in Cities Across the U.S.: https://www.prnewswire.com/news-releases/southern-new-hampshire-university-and-lrng-merge-to-deploy-innovative-community-based-education-strategy-in-cities-across-the-us-300734026.html See acast.com/privacy for privacy and opt-out information.

How do we move from understanding inequality to actually reducing inequality? According to Dr. Adam Gamoran, President of the William T. Grant Foundation, we should examine the responses to inequality - and not just its causes - to determine which programs and policies really work. In addition, we need to create incentives for researchers to ask questions whose answers are relevant to the pressing issues facing our most vulnerable populations.

Beatrix McCleary Hamburg, M.D., was the first African American women to attend Yale School of Medicine. After graduation in 1948 and training in child psychiatry, her research and clinical practice focused on behavioral and developmental issues among adolescents, especially minority children. In her early research, she was drawn to problems of teenage violence and bullying. Her insights led to the development of novel, school-based peer counseling programs that proved to be effective interventions and since have been widely applied in conflict resolution work. In 1992 she began a six-year term as president of the William T. Grant Foundation, where she supported funding promoting research to foster healthy lives and reduce violence among children. She was elected to the Institute of Medicine in 1979 and is the mother of the current commissioner of the Food & Drug Administration, Margaret A. Hamburg, M.D.