Department of Education
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Professor Laura Snyder Awarded CBLR Course Mini-Grant

The Swearer Center provides Community-Based Learning and Research (CBLR) Course Mini-Grants to instructors of undergraduate and graduate courses at Brown, in order to support the implementation of high-impact community-engaged learning experiences.
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Professor Yoko Yamamoto Awarded CBLR Course Mini-Grant

The Swearer Center provides Community-Based Learning and Research (CBLR) Course Mini-Grants to instructors of undergraduate and graduate courses at Brown, in order to support the implementation of high-impact community-engaged learning experiences.
An article written by Professor Yoko Yamamoto, "School-home relations: Family engagement in education in the U.S.," was published on Child Research Net in Japan. In this report, she describes how culturally responsive family engagement could build a bridge between minority and immigrant families and schools in the U.S. The article was written in Japanese for practitioners, teachers, parents, and scholars in Japan.
Chapters in the book offer a close analysis of reform practices in countries in Africa, Europe, Asia, and the Americas to consider cultural, social, political, and functional aspects which drive or inhibit the success of reform initiatives. Drawing on key findings from chapters of the book, Professor Wong and his collaborator conclude with a chapter that highlights lessons to support global efforts in providing high-quality, equitable education for the whole child.
The latest report from the U.S. Government Accountability Office “affirms and adds more color to what we know,” said Matthew Kraft, an associate professor of education and economics at Brown University. The findings highlight strategies and lessons learned from the pandemic that can be integrated into in-person education practices moving forward.
Professor Kenneth Wong contributed to a panel discussion hosted by the Boston Foundation that delved into characteristics of effective school committees within and across different governance structures (appointed, elected, hybrid).
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Student Spotlight: Mamadou Fofana, MAT'22

Meet Mamadou Fofana, MAT'22, a future social studies/history teacher who enjoys Rhode Island beaches, creating music, and drawing upon his undergraduate experience as an African American studies concentrator when at the front of the classroom.
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An Academic Theory Goes Unexpectedly Viral

Brown scholars Jonathan Collins, Mahasan Chaney, and Lynne Joyrich on Critical Race Theory, the most divisive topic in American education.
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Student Spotlight: Ayana Bass, UEP A.M.'22

Meet Ayana Bass, a Rhode Island native who joined the UEP program so that she could learn critical skills to make a long-term impact in advancing teacher diversity and educational equity.
Starting in 2009, the U.S. public education system undertook a massive effort to institute new high-stakes teacher evaluation systems. A new working paper examines the effects of these reforms on student achievement and attainment at a national scale by exploiting the staggered timing of implementation across states.
A study co-authored by Professor Susanna Loeb combines an analysis of national administrative data to describe the paraeducator labor market with a systematic review of collective bargaining agreements and other job-defining documents in ten case-study districts.
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Student Spotlight: Lauren Zeffer, MAT'22

Lauren Zeffer MAT'22, a future biology teacher, shares what drew her to Brown University's program and what her experience has been like so far.
The Board of Overseers of the Annenberg Institute for School Reform at Brown University established the permanent annual scholarship in 2012 for a UEP student who most epitomizes the former Brown University president’s commitment to educational equity and social justice.
On the Tennessee Voices podcast, Professor Andrea Flores discusses education as the front lines of belonging and her book, "The Succeeders: How Immigrant Youth are Transforming What It Means to Belong in America," which was written based on a decade of research and interviews she conducted in Nashville.
Brown University’s Department of Education seeks to hire a full-time lecturer with expertise in language acquisition, bilingual education, and/or teaching Multilingual Learners to join a faculty committed to addressing social equity issues within the context of urban schools.
Brown University’s Native American and Indigenous Studies Initiative (NAISI) collaborates with a number of departments across the campus to offer fellowships to students pursuing Master’s degrees. NAISI is dedicated to increasing the understanding and maintenance of the cultural traditions and political experiences of Native American and Indigenous Peoples.
In this thought experiment, Professor Matthew Kraft and Grace Falken, a research program associate at the Annenberg Institute at Brown University, explore how to make access to individualized instruction and academic mentoring more equitable by taking tutoring to scale as a permanent feature of the U.S. public education system.
"The type of tutoring with evidence is intensive tutoring with a consistent tutor who comes with an understanding of the student's needs — based on data from direct assessments or from the school or teacher — and with curricular materials for addressing these needs," Professor Susanna Loeb tells NBC News.
A working paper co-authored by Professor John Papay presents findings from the first study to examine whether there are average differences between TPPs in terms of graduates’ average growth, rather than levels, in teaching effectiveness, and to consider which features predict this growth.
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Who Wants to Reopen Schools in a Pandemic?

Due to the pandemic, school reopening has become one of the most important (and contentious) policy issues. Professor Jonathan Collins' recent working paper looks at public preferences reopening schools and public compliance with reopening orders during COVID-19.
In a piece by the Papitto Opportunity Connection Foundation, Gario says that it was his commitment to sharing his knowledge and experience with BIPOC youth that led him to enroll in the Master of Arts in Teaching (MAT) program and the Urban Education Fellowship at Brown University.
In education settings, treatments are often non-randomly assigned to clusters, such as schools or classrooms, while outcomes are measured for students. This research design is called the clustered observational study (COS). In this working paper, Professor Lindsay Page and her co-authors examine the consequences of common support violations in the COS context.
In an opinion piece for EducationWeek, Susanna Loeb of Brown University and Heather C. Hill of the Harvard Graduate School of Education argue that keeping teachers in their current grades and subject assignments will be key to student success following an unusually disruptive year.
A paper co-authored by Professor Matthew Kraft finds that external classroom interruptions add up to 10 to 20 days of lost instructional time over an academic year, enough time to consider all Providence Public School District students truant or even chronically absent.
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Should School Boards Be in Charge?

In a new article published in the Peabody Journal of Education, Professor Jonathan Collins explores the effects of exposure to participatory and deliberative school board meetings.
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Connecting Classrooms to Congress

Professor Jonathan Collins is part of a team that has been awarded a $2 million research grant from the Department of Education's Institute of Education Sciences. The grant is to support the development of a new curricular module that will help kids learn civics through having virtual dialogues with members of Congress.
In their article "Emerging Victorious," Brown Alumni Magazine features seven exemplary students who received their bachelor's or advanced degrees in 2021. Despite having a final year at Brown so challenging that it’s literally one for the history books, they’ve created, achieved, and helped others. Among those students is Sonya Brooks '21 AM, a graduate of Brown's Urban Education Policy Program.
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Emerging Victorious: Nari Kato '21, MAT'22

In the article "Emerging Victorious," Brown Alumni Magazine features seven exemplary students who received their bachelor's or advanced degrees in 2021. Despite having a final year at Brown so challenging that it’s literally one for the history books, they’ve created, achieved, and helped others. Among those students is Nari Kato '21, who earned his bachelor’s in education studies and is an MAT candidate this year.
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Being a Teacher: The Experience of the Last Year

Professor Matthew Kraft presented as part of an event titled "Teaching and the Teacher Workforce Amid the Struggles of COVID-19 and for Racial Justice" hosted by the National Academies of Sciences, Engineering, and Medicine.
Brown University's Department of Education has partnered with AmeriCorps to offer a year-long, full-time volunteer service position. The team member will build capacity for projects that mobilize higher education to make a difference in the lives of individuals impacted by poverty.
Associate Professor Matthew Kraft was awarded the 2021 SREE Early Career Award, which recognizes early career scholars whose work has advanced rigorous research relevant to educational practice.
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Student Spotlight: Kyra Hu

Learn about Generation Teach and Kyra Hu's experience during her time as a math teacher in Providence.
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Teaching High School Students about Autonomous Aerial Robots

Senior Lecturer Diane Silva Pimentel and Associate Professor of Computer Science Stefanie Tellex were awarded a research seed grant. Their proposal was aimed to test the hypothesis that high school teachers can be prepared to teach students about autonomous aerial robots on their own.
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Research on support for anti-racist curricula

Assistant Professor Jonathan Collins presented his findings for support on anti-racist curricula to the Council of Chief State School Officers Social Studies Collaborative (a council of 20 specialists who oversee social studies curricula for their state education agencies) and was featured in Campus Reform.
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The Biden Administration: What to Expect

Assistant Professor Jonathan Collins spoke as a panelist in a virtual panel held by the Taubman Center for American Politics and Policy.
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Student Spotlight: Sarosha Hemani MAT'21

For Sarosha Hemani MAT'21, connecting the dots of her passions in social work, teaching, and science, led her to the Master of Arts in Teaching program and pursuing a career in teaching science.
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Obama, Trump, and education policy in US federalism

Professor Kenneth Wong penned an article arguing that the governing landscape across states will continue to define the federal-state relationship as the next president prioritizes administrative action to pursue equity and quality goals in public education.
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A Blueprint for Scaling Tutoring Across Public Schools

New research conducted by Associate Professor Matthew Kraft and Grace Falken (Annenberg Institute) explores the idea of a national tutoring program to help curb learning loss from the COVID-19 pandemic in the U.S.
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Will Concurrent Elections Reshape the Electorate?

Assistant Professor Jonathan Collins co-authors new research about the effect of changing local elections, such as school board elections and mayoral races, to occur concurrently with the federal elections.
Eight Brown University faculty members, including Assistant Professor of Education Jonathan Collins, shared their analysis on what the nation can expect on Election Day and beyond — at the polls, on the streets and potentially in the courts.
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Social Class and Parenting in Mexican American Families

Recent research co-conducted by Assistant Professor David Rangel finds substantial similarities across social class lines of Mexican American parents in childrearing practices and beliefs.
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Student Spotlight: Jordan Ecker MAT'21

Jordan Ecker MAT'21 shares her favorite part about the Master of Arts in Teaching program, and how the pandemic has made this cohort extremely prepared for online teaching.
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Student Spotlight: Myci Atkinson UEP'21

After hearing stories from alumni about their program experiences and close classmate relationships, the decision for Myci Atkinson UEP'21 to enroll in the Urban Education Policy program was a no-brainer. A few months in, she shares her excitement and dreams for the future.
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Does experience make the best teacher?

Research co-authored by Associate Professors Matthew Kraft and John Papay indicates some teachers improve effectiveness the more years they teach.
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Teacher Working Conditions During the COVID-19 Pandemic

Drawing on a survey developed for Upbeat earlier this summer, Associate Professor Matthew Kraft co-authors a new working paper further exploring the results of teacher experiences during the COVID-19 pandemic.
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Parents turn to private "pods" to school children

On Marketplace, Matthew Kraft addresses the growing phenomenon of parents hiring private educators to form "pods" for their children to split cost and burden of homeschooling.
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Why School Climate Matters For Teachers And Students

Associate Professor Matthew Kraft and Annenberg Institute Research Program Associate Grace Falken prove why school climate matters for teachers and students in a new policy brief.
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Student Spotlight: Mayah Emerson UEP'20

For Mayah Emerson UEP'20, she always knew that the education field was her calling. Following completion of the Urban Education Policy program, she plans to challenge the systems that govern classrooms.
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Using Tutors to Close the Opportunity Gap

Associate Professor Matthew Kraft discusses using tutors to help close the learning loss gap after the pandemic on The Late Bell with John Phillips podcast.
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Student Spotlight: Raekwon Grace UEP'20

Having always been passionate about education, Raekwon Grace UEP'20 explains what drew him to the UEP program and his plans following graduation.
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Student Spotlight: Nalini Khurana '21

Education Studies junior Nalini Khurana '21 dives into her time as a concentrator, sharing her favorite classes, community-building with BEAM, and what she's most passionate about.
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For the Love of Teaching

Four questions with Diane Silva Pimentel, Director of Teacher Education
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RI families still struggling with special education crisis

Susanna Loeb, Director of the Annenberg Institute for School Reform and Professor of Education, provides commentary on problems related to nationwide shortages of certified special education teachers.
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A New Series on the Practical Takeaways From Research

Professor of Education Susanna Loeb recently launched "What Works, What Doesn't," an Education Week blog series that will delve into how educators can put research into practice.
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Assistant Professor of Education Jonathan Collins comments on Brown's 50 years of Open Curriculum and what the next 50 years hold.
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Student Spotlight: Nari Kato '21

Education Studies concentrator and DUG leader Nari Kato '21 describes his favorite part about the concentration and why he was drawn to study it.
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Black women reign at beauty pageants

Hilary Levey Friedman, Visiting Assistant Professor of Education, provided commentary on the evolving definition of what it means to be a pageant winner.
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Why Developmental Science?

Jin Li, Professor of Education and Human Development, is spotlighted in the "Hidden Figures" in Developmental Science series for the Society for Research in Child Development.
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Job Opportunity: Lecturer in Social Studies Education

The Department of Education seeks an outstanding teacher educator with a commitment to advancing educational equity in urban schools to join our dynamic and growing department as a Lecturer in Social Studies Education beginning in summer 2020.
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R.I. SAT scores don't keep pace with grad rates

In an article in The Providence Journal, Director of the Urban Education Policy program, Kenneth Wong, comments on wide gaps between graduation rates and SAT scores in Rhode Island high schools. "It's important for the districts and the commissioner to communicate why this is important, that it's clearly connected to college and career readiness."