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Author Archives: Yolette Garcia
They speak to Editor-in-Chief Bill Yates and Penn State Hershey Heart and Vascular Institute’s Matthew Mueller about their work on thermoregulation in patients with multiple sclerosis. Listen.
Annie Wright, director of evaluation for Simmons’ Center on Research and Evaluation (CORE), contributed a blog piece for Teachstone on how social-emotional learning can integrate with the Classroom Assessment Scoring System. Read here.
CORE conducts evaluations that are broadly related to healthy individuals, schools and communities. Most of its work focuses on educational programs, and also examines a variety of other programs and topics.
Eighteen science teachers from six DISD middle schools are shooting off rockets, kayaking the Trinity River and collecting data on animals at the Dallas Zoo this summer as part of the new STEM Academy directed by Professor Leanne Ketterlin-Geller in Simmons.
The academy is designed to give the middle-school science teachers tools they need to strengthen their engagement with students. Read more.
The program is done in partnership with the Lyle School of Engineering. A major grant from the Texas Instruments (TI) Foundation and support from the O’Donnell Foundation help fund the academy.
His work with students can be seen through his one-on-one mentoring and the teaching he does in his rigorous global and public health class. In the case of graduating senior Dylan DeMuth, he gained a new philosophy from Bing, and also participated in the class for which he hadn’t initially qualified. Mentoring from Bing has changed his life. Read more.
For a look at one of Bing’s student projects for the global and public health class this spring, see this report from NBC5.
Well-respected in her field, Knight joined Pennsylvania State University in 2009 as professor of educational psychology, where she taught courses in educational psychology and effective learning. In 2013 she became associate dean at Penn State, leading the College of Education’s undergraduate and graduate studies programs. Prior to that, she held a 20-year tenure at Texas A&M.
Knight’s scholarship includes interest in relationships between instructional strategies, classroom processes, learning environments and student outcomes; teacher professional development, and the use of observational techniques to study classroom processes. She recently concluded five years as co-editor of the Journal of Teacher Education and also served from 2004 to 2006 as co-editor of the Teaching, Learning and Human Development section of the American Educational Research Journal. She currently serves as associate editor of the Review of Educational Research.
Knight has directed university and national research centers, including serving as associate director of research into practice for the National Science Foundation Information Technology in Science Center for Teaching and Learning and director of evaluation and assessment for the National Center for Science and Civic Engagement in Washington, D.C. Read more.
Published by Palgrave Macmillan, the book examines how Performance or Outcomes Based Funding (POBF) policies impact racial equity in higher education.
Through POBF, public colleges and universities receive state funding through formulas that no longer rely solely on student enrollment, but are instead based on student outcomes. The book gives policymakers a view of how racial equity has been addressed, and makes recommendations for moving forward.
The Texas Tribune interviewed Assistant Professor Candace Walkington in Teaching and Learning about her research looking at engaging ways to teach math in grades 6-10. She notes that during these grades students find it difficult to get motivated to learn math. The Q&A, where she is highlighted, is a weekly feature for Trib+Edu. Read the complete interview here.
Dominique Baker, assistant professor in Education Policy and Leadership, co-authored a new study in The Journal of Higher Education that looks at the gap of college graduation rates for Black and Hispanic students compared to white peers. Researchers Stella Flores (NYU), Toby Park (Florida State University) and SMU’s Baker say pre-college factors, such as attending segregated schools and poverty, contribute to as much as 61% of the variance in college graduation rates by race.
Their data analyzed a cohort of Texas students who graduated from high school in 2002. Read more.
The Simmons School honored Jubilee Park and Community Center, The Meadows Foundation, and Teaching Tolerance, a project of The Southern Poverty Law Center as catalysts for change in education during its annual Luminary Award dinner on March 29.
Jubilee Park and Community Center serves neighborhoods near Fair Park in Dallas by providing a range of services for families. This includes after-school programs for children and adult education. The Meadows Foundation was honored for its work across the state in strengthening public education, and Teaching Tolerance received recognition for teaching materials that support equitable school experiences for all students in the nation’s classrooms. Read more.