Danielle Emerson '23 is a Diné writer from Shiprock, New Mexico, on the Navajo Nation. She has a B.A. in Education Studies and a B.A. in Literary Arts from Brown University. She writes fiction, poetry, plays, and creative essays, drawing on personal narratives and places of home—wherever that may be.

Despite documented benefits to college completion, more than a third of students who initially enroll in college do not ultimately earn a credential. A paper co-authored by Professor Lindsay Page reports on the effect of a text-based chatbot with artificial intelligence (AI) capability on college students' academic task navigation in introductory courses.

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 Matthew A. Kraft and co-authors in this paper document a largely unrecognized pathway through which schools promote human capital development – by fostering informal mentoring relationships between students and their teachers, counselors, and coaches.

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.