Professor Yoko Yamamoto and co-author, Naoko Yabuta, published a book chapter in "Contemporary Perspectives on Research on Immigration in Early Childhood Education." In addition to demonstrating cultural beliefs and educational practices that bring challenges to immigrant students, Yamamoto and Yabuta examined a wealth of research on "empowering schools" that bring human rights education and culturally responsive practices in Japan.

Professor Yoko Yamamoto has authored a chapter "Education, Cultural Capital, and Social Class Reproduction" published in Sustainability, Diversity, and Equality: Key Challenges for Japan. The chapter aims to present students’ educational opportunities and experiences related to family socioeconomic status (SES) in Japan.

A new article by Professor Andrea Flores explores how immigrant-origin Latinx youth in Nashville, Tennessee, who are active community volunteers, linked volunteering to moral personhood and their claims to national membership.

Professor Snyder, a valued teacher in Brown's Department of Education, has been promoted to Senior Lecturer.

Professor John Palella's undergraduate course examines what a high school U.S. history class could look, sound, and feel like when taught through the experiences of LGBTQIA people and communities.

Brown University's Department of Education is pleased to welcome Katie Rieser, who has joined the faculty as Director of the Master of Arts in Teaching program and a Senior Lecturer in Education. Katie's research connects teacher education pedagogy with anti-racist best practices in K-12 schools.

24 Master of Arts in Teaching (MAT) graduate students presented their capstone projects in a roundtable format to faculty, fellow students, mentors, and local educators.

The presentation integrates all facets of the graduate learning experience and provides an opportunity to demonstrate the ability to apply the tools of education policy research by examining a contemporary policy issue.

This article by Professor Andrea Flores examines how time creates immigrant il/legality. It centers on a young, undocumented immigrant who was stopped by police following a traffic violation and held in custody pending potential deportation.

Professor Kelly will travel to Guatemala with educators and pre-service teachers to engage with local educators, youth, and families, and to exchange ideas and understanding of Guatemalan and U.S. educational systems and practices.

Abigail McClain is an educator and Teach for America RI Corps Member who enrolled in the Urban Education Policy program to gain a better understanding of the systems and policies that impact her students' educational experiences.

Since last year, there have been 1,400+ instances of book bans across 37 states. In his latest column for Kappan, Professor Jonathan Collins digs into the issue and presents a clear path forward.

Chronic absenteeism is a challenge for districts across the country. A research brief from the Annenberg Institutes's EdResearch for Action Overview Series, co-authored by Professor Lindsay Page, provides clear, evidence-based practices that districts and states can consider.

As a Biology major, Charlie Fisher intended to go into a health career. He learned early on that his passions were better suited to teaching, and Brown's intensive MAT program helped him to make the switch.

As districts spend record amounts on ed tech to mixed results, Professor Kenneth Wong and UEP alum Spencer Davis find that one school system’s strategy can serve as a promising case study.

In 2020, when the Central Falls School District received federal COVID-19 relief dollars, the superintendent earmarked $100,000 for community members to allocate using the same method of direct democracy. Professor Jonathan Collins led an evaluation of the district’s participatory budgeting process.

Aric Fulton, A.M.'22 was selected to participate in a highly selective, prestigious two-year training and leadership development program that is administered by the U.S. Office of Personnel Management (OPM).

Professor Kraft and a team of researchers aim to examine the scope of “Grow Your Own” (GYO) programs and evaluate their potential to benefit students of color and low-income students.

The Sheridan Center's START program supports department efforts to advance inclusive diversity in their teaching, learning, and curriculum development.

For the first time in its 20-year history, the Rhode Island Principal of the Year award has been awarded to a school leader in Central Falls for 2023. Robert McCarthy MAT'89 received the honor from the Central Falls School District and Rhode Island Association of School Principals (RIASP) for his outstanding leadership and service to the school community as principal of Central Falls High School.

Patrick Mignanelli is an MAT candidate in the social studies cohort. Having previously taught in a rural public school, he joined the Brown MAT program to become a better teacher and learn how to create a student-centered classroom.

Professor Jonathan Collins talks to Suresh Venkatasubramanian, a professor of data science and computer science at Brown University, about the emergence of ChatGPT and the major implications AI can have for K-12 education.

An educator and Councilman of Ward 1 in Providence, John talks about the best ways to prepare for the role of “teacher.” And his best advice for students looking for a career in public service? Get involved and take that first step towards your goal by doing something—big or small. That first step can often set you on a path of impactful work.

Dan Marcelle is a social studies teacher and Lacrosse coach at La Salle Academy in Providence, RI.

Building a strong “tutoring infrastructure” — curricula, coaching, scheduling — can expand the pool of possible tutors, says Professor Matthew Kraft.

Dr. Tricia Kelly has extensive experience working with Multilingual Learners as a teacher, program consultant, and curriculum specialist. Her current teaching and research interests include ways to infuse asset-based and culturally-affirming practices into integrated programs for Multilingual Learners in K-12 school settings.

The Foundation's Large Research Grants on Education Program supports education research projects that will contribute to the improvement of education.

The Providence Public School District and Rhode Island’s major teacher preparation institutions, including Brown University, have come together to improve educator experiences and build stronger connections with local schools.

Professors Tracy L. Steffes, Lindsay C. Page, David E. Rangel, and Logan Powell, Associate Provost for Enrollment discussed the implications of the Supreme Court decision and possible solutions for Brown.

Jada Wooten '24 had an opportunity to study and experience the rich history and culture of Mississippi over Winter Break as part of the Brown-Tougaloo Partnership Program's Civil Rights Trip sponsored by the Swearer Center.

The award will support her Spring 2023 course, EDUC 0560: Cultivating STEM Identities: Teaching for Equity in the Math and Science Classrooms.

The Cobb Teaching & Learning System (CTLS) is a digital learning initiative developed for and by the Cobb County School District (CCSD) in Georgia. Adopting a mixed-methods approach, this case study by Professor Kenneth Wong and UEP alum Spencer Davis '22 AM seeks to analyze CTLS’s design and implementation, focusing on digital transformation and professional collaboration within CCSD.

What does Deion Sanders' decision to leave HBCU coaching have to do with K-12 education policy reform? Professor Jonathan Collins ties the two together in his latest column for Kappan Magazine.

On January 23, the Brookings Center on Children and Families hosted an event where leading education experts, including Professor Lindsay Page, discussed the factors that contribute to college enrollment disparities and ways to improve access to higher education.

Carl F. Kaestle, University Professor and Professor of Education, History, and Public Policy emeritus, passed away on January 5, 2023, in Bloomington, IN. Carl was a towering figure in the history of American education whose scholarship, service, and leadership helped to build and shape the field.

Meet Ally Wright, '13 MAT, who specialized in Secondary English Education while at Brown. She began her teaching career as an English instructor before transitioning into her new role as a Founding Principal of South LA College Prep, a public charter school in Los Angeles, CA.

Professor Kenneth Wong, an authority in governance redesign of school systems, and other leading education professionals comment on the crisis of confidence in the North Kingstown, RI school system operations and offer suggestions to kick off recovery efforts.

Public discourse at school board meetings has grown more heated and more politicized, leading some boards to limit sometimes lengthy public comment time in favor of expediency. This choice breeds distrust amongst constituents and closes opportunities for accountability and transparency. Professor Jonathan Collins offers ideas for how boards can change routines to build trust with parents.

A recent study by John Papay of Brown University and Heather Hill of Harvard University on successful professional development strategies offers a promising path forward for teachers to avoid burnout.

School boards around the country have sought to limit public comment at their meetings in recent months, many in response to overheated debates on issues like COVID-19 precautions and equity for LGBTQ students. “If they don’t have conversations with the public, they might be making decisions more efficiently, but they are also opening themselves up to a lot of distrust,” says Professor Jonathan Collins.

Professors Matthew Kraft, Lindsay Page, Jonathan Collins, and faculty affiliate Susanna Loeb have been recognized by Education Week as being among the nation's 200 most impactful university-based scholars in education policy in 2022.

Between the 1970s and 1980s, a bipartisan group of philanthropists, educational researchers, and eventually the Ronald Reagan administration politicized the image of the strict Black school disciplinarian as the key to urban school turnaround. In this article, Professor Mahasan Chaney writes about this image became a substitute for (more expensive) structural urban school reforms and how this idea demonstrates that discipline became a dominant focus of school reform after 1970.