In this chapter, Professors Yoko Yamamoto and Jin Li, along with their co-author, examine East Asian immigrant parents' involvement in their children's education, with a particular focus on family-school relationships. Their research highlights the diverse models of family-school engagement that shape immigrant families’ motivations and approaches to supporting their children's learning both at home and in school.

Nina’s capstone explored the ethical complexities of working within entrenched systems

Teacher training is costly and sometimes ineffective, especially if teachers are not fully engaged. In this paper, Professor Pierre de Galbert and his co-authors present findings from a randomized evaluation of an incentivized online teacher training program implemented in Bangladesh during COVID-related school closures. One treatment group received training and the other also received a moderate financial incentive.

Grace's capstone explored how strengthening alumni connections can create meaningful support systems for first-generation, low-income Black students at Brown

Developed by Professor Matthew Kraft, EDUC 0120: K-12 Education Systems and Climate Change aims to empower future educators to combat the climate crisis

Professor Rangel is working with undergraduate student researchers to investigate how Latinx students and their families navigate educational contexts and understand how differences in identity, such as immigration status and social class, impact their experience and outcomes.

Current UEP Student, Nasia Norris, on her internship with Parents Leading for Educational Equity

“At its core,” she explains, “it's about building relationships with students and leveraging their ‘funds of knowledge.’ This asset-based approach recognizes that all students bring valuable knowledge to the science classroom.”

Daysha graduated from the Master of Arts in Teaching program in 2023 and is currently a mathematics instructor at Eastside College Preparatory School in East Palo Alto, CA

The Education Department was a sponsor of the conference, which brings first-generation and low-income students together through panels, workshops and community-building activities.

The MAT's new teacher induction program is designed to support local graduates in the first five years of their teaching careers.

Developed by Jacques Lesure, EDUC 1015: Reimagining Power: Community-Driven Evaluation and Education, will explore how to use culturally responsive approaches to evaluate the effectiveness of social programs in partnership with three organizations serving young people in Providence.

Rachel Palumbo graduated from Brown's UEP Program in 2021 and is currently the Development Director at Providence Promise

The Master of Arts in Teaching (MAT) program at Brown University held a professional development day for teachers from Providence-area schools who mentor Brown MAT students in year-long classroom placements.

Dr. Jin Li, a Professor of Education and Human Development at Brown University, recently completed a book titled The Self in the West and East Asia: Being or Becoming. The book synthesizes philosophical ideas with psychological research to explore how the self is understood and functions in these two cultural systems.

Meet Sofia Fontaine, a member of the MAT English cohort, hailing from Los Angeles, CA. Sofia completed her undergraduate studies at Barnard College, where she majored in English and minored in Education Studies.

Education Faculty members Christopher Cleveland and Kenneth Wong weigh the potential impacts of both Republican and Democratic party platforms on U.S. education policy.

The Education Department is pleased to announce that Professors Kenneth Wong, David Rangel, and Matthew Kraft have been awarded funding to support innovative research projects aimed at improving educational opportunities for students.

John Papay, associate professor of education and economics and the director of the Annenberg Institute, weighs in on the Massachusetts Comprehensive Assessment System (MCAS) policy discussion.