In an interview for Pathways to Success, a podcast hosted by Julian Placino, Dean Stephanie Knight discusses her passion for education and what led her to the top administration post at SMU Simmons.
For her, investing in public schools is important, and her commitment to urban schools made her explore what could be possible in Dallas.
During her first year on the job, she was able to forge a partnership with the Dallas Independent School District and Toyota USA Foundation to develop a K-8th grade STEM-focused school in West Dallas. Listen to her story here.
According to the introduction, each chapter provides a synthesis of the research on one of the topics and offers implications for practice and research.
Baker also included work by another Simmons faculty member, Candace Walkington, and former faculty member, Karla del Rosal. Additionally, Baker co-wrote a chapter with two of her Ph.D. students, Paul Polanco and Anthony Sparks.
Meredith Richards, assistant professor of Education Policy and Leadership, provides her expertise in public school segregation for a new, three-part series, Beyond the Buses, by published Berkeleyside.
Her 2012 study and reflections about Berkeley’s integration plans are highlighted in the first article. Read here.
Districts of innovation, which give public school systems more flexibility with policies, don’t require the public’s approval. Consequently, Assistant Professor Meredith Richards says community members may be not be aware of potential changes, such as waivers to teacher certification and class sizes.
For Associate Professor Candace Walkington in Simmons, it is important to connect algebra to 21st-century jobs so students can develop an affinity for math. A $1 million grant from the National Science Foundation supports her approach. To read Forbes’ coverage of her inquiry, click here.
In his study of how adolescents perceive sexual relationships between students and teachers, Professor Frank Hernandez sees that ages in a relationship influence judgments of impropriety.
Data reflects that relationships between older students (18 vs. 14 or 16) and younger teachers (21 vs 30 or 40) are less likely to be perceived as wrong and less likely to be reported. But when the power differential between students and teachers was greater, the situations were discerned as more wrong.
Results were published recently in the Journal of Child Sexual Abuse. Hernandez and co-authors, Jonathon McPheters and Jamie Hughes, received funding for the study from the Maguire Center for Ethics & Public Responsibility at SMU.