He points to a recent study by Brian Kim, a doctoral student in education at the University of Virginia, which found that public-school teachers who serve mostly students of color spend around $130 more of their own money than those who serve mostly white students.
Jake Resch with UVA’s Department of Kinesiology and School of Education says his findings differ what other studies have suggested. “This actually is opposite of what’s in the majority of the literature suggesting that females take longer to recover then male athletes,” Resch said. “When looking at timeframes, females tend to recover around four to five days earlier than their male counterparts.”
Some Black students have prospered during the lockdown simply because they were removed from a toxic environment. Valerie Adams-Bass, developmental psychologist at the University of Virginia, explained to NPR that in the media, Black students are often depicted as uninterested in education — and Black boys are characterized negatively such as being scary or formidable. “If that’s what the teachers and administrators or their peers see,” said Adams-Bass, “then oftentimes that is what they’re responding to when they’re engaging with Black students in reality.”
Self-care is frequently prescribed to protect against burnout in any profession. “I think people are starting to recognize that teachers’ well-being is really critical to their ability to perform their jobs well,” Patricia Jennings, a professor of education at the University of Virginia and an expert in teacher stress, told EdWeek reporter Madeline Will recently.
Tish Jennings is an expert on teacher stress, mindfulness and social-emotional learning and has published a book on the trauma-sensitive classroom. This month, students and teachers across the country are returning to classrooms amid an ongoing pandemic. Many have spent the past year dealing with illness, economic hardship, virtual and disrupted learning, racial unrest and more. Some have lost parents, caregivers or loved ones.
“This is an opportunity to think about what we want middle school to look like, rather than just going back to the status quo,” said Nancy L. Deutsche, the director of Youth-Nex: The UVA Center to Promote Effective Youth Development.
In this episode, we sat down with Dr. Jay Hertel to discuss a 2019 paper that he co-authored titled: An Updated Model of Chronic Ankle Instability.
- How is CAI defined?
- What are the pathomechanical, sensory-perceptual, and motor-behavioral impairments associated with CAI?
- How do personal and environmental factors play a role?
- What assessments should be prioritized?
- What should be the focus of rehabilitation?
- How can we reduce the risk of developing CAI?
- And much more!
“It's a question of whether they do them intuitively, impulsively, out of fear and anxiety, or they do them systematically with a standard process,” said Dewey Cornell, a clinical psychologist and professor of education at the University of Virginia who has conducted training and research on school threat assessments.
“There's no way that schools can avoid doing threat assessments,” Cornell said. “It's a question of how they're going to do them.”
“If you want to support student mental health and well-being, you have to support teacher well-being and mental health because they are very inextricably linked,” said Patricia Jennings, a professor of education at the University of Virginia and an expert in teacher stress. “I think people are starting to recognize that teachers’ well-being is really critical to their ability to perform their jobs well.”
The group, headed up by Bart Epstein, a veteran of the edtech space and currently Research Associate Professor at the University of Virginia School of Education, this month published their 128-page EdTech Genome Project report.
Over the course of five weeks at the Freedom School, Dei and nearly 60 other students from third through eighth grade researched the juvenile justice system, took virtual field trips and worked on oral histories about someone who faced an injustice. The program is free and is hosted by UVa’s School of Education and Human Development.
The goal is to help districts make better choices for their students about the sea of ed-tech options, and help companies better support district partners, said lead researcher Emily Barton. Ultimately, the project aims to decrease the number of ed-tech products being used ineffectively or not at all, she said.
“I'm not one of those people who thinks, ‘Oh, this is a lost generation; these kids have lost this year, and therefore nothing will be normal,’” said Anna Shapiro, an early childhood researcher at the University of Virginia.
“Maybe school boards are the least worst option that we have,” said Beth Schueler, a professor at the University of Virginia and one of the study authors.
According to PHYS, tutoring may help those students who have had learning losses due to the pandemic, and this was shown by a recent study that was completed. This recommendation was sent via a policy brief that was written by Beth Schueler from the University of Virginia and co-authors from Brown University.
Sunday Morning Wake-up Call host Rick Moore talks with University of Virginia School of Education Associate Professor Dr. Rachel Wahl about polarization in politics and ways to make dialog across the political spectrum more constructive.. Topics include: Has contentious politics in America made productive dialogue impossible? Also, the art of constructive conversation.
Joseph Williams, an education professor at the University of Virginia, says hunger is one of many factors which prevent students living in or near poverty from succeeding.
“These students… are oftentimes exposed to conditions that actually influence their health, their safety and their well being,” he said. “This could be limited access to healthcare, food instability, unfavorable housing conditions, or even unaddressed medical concerns, or decrepitated neighborhoods. And these things all directly impact people’s ability to do well.”
A new study at the University of Virginia is looking into what happens in the brain when children learn math.
According to a release, a $3 million grant from the National Institute of Child Health and Human Development is covering a five-year study to look at brain data of elementary-age students to explore how memory systems support math learning.
The UVA study will be led by Tanya Evans, who will also be working with Ian Lyons at Georgetown University.
He added that the team "should also be using a method of mitigating threats that has extensive scientific support," and cited The Comprehensive School Threat Assessment Guidelines developed by Dr. Dewey Cornell and associates at University of Virginia.