Interest in the effects of prekindergarten generally can be traced back to the 1960s, while interest in state-funded prekindergarten programs through rigorous methods has been a more recent policy question of interest.

SIWI Gets to the Core! provides up to 30 teachers and administrators of the deaf and hard of hearing (d/hh) with professional development specific to increasing teacher knowledge in the Grade 6-12 Common Core State Standards in Reading (CCSS-Reading)

Findings from studies conducted by practicing educators guided by Neag Faculty (Rojas, PI and Reyes, Co-PI) funded by the U.S. Department of Education for professional development and enhancement support integrating math vocabulary across disciplines.

Consistent with the Next Generation Science Standards (NGSS), K-12 science programs across Connecticut need to be re-designed to realize a vision for education in the sciences and engineering in which students actively engage in scientific and engineering practices and apply crosscutting concepts to deepen their understanding of the core ideas across STEM fields.

Bridging Practices Among Connecticut Mathematics Educators (BPCME) is a professional development program for mathematics educators teaching grades 3 – 11 that aims to deepen teachers’ mathematics content knowledge and strengthen their ability to support students’ reasoning, argumentation, and communication in mathematics.

The Collaboratory is an organizing structure for the collaborative discussion of “problems of practice” that are of interest to both K-12 teachers and university researchers.

This study investigates the ways teachers use language to mediate student understanding during reading comprehension instruction. Using a variety of data collection strategies, the study details teacher talk during comprehension instruction.

The purpose of this study is to investigate the relationship between validated measures of teacher effectiveness validated by the Gates Foundation’s Measures of Effective Teaching (MET) project and existing research on effective literacy instruction.

Wolbers, K., Dostal, H., & Graham, S. (August 2012 – July 2015). Development of Strategic and Interactive Writing Instruction (SIWI) for deaf and hard of hearing students. Funded by Institute of Education Sciences (IES), $1,156,576.

Supporting the Development of High Quality Secondary Mathematics and Science Teachers and Teacher Leaders is a project supported by the Knowles Foundation for Science Teaching (KSTF), which funds fellowships for beginning teachers to enhance their leadership and teaching skills.