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Recognition of 2016 Workshop Mentors and Volunteers. If you have Skype installed, then click this link: Click here to call IAP via Skype! The Skype add-ons for IE and Firefox should already be installed, but if the link does not work then your browser in not corrected properly.
Recognition of 2017 Workshop Mentors and Volunteers. Redefining the Federal Role in Public Education: The first quarter of the Trump “Insurgent” Presidency - Ken Wong.
Responding to a Paucity of Educational Policy and Leadership Research on Human Trafficking, Melinda Lemke. Graduate Student Policy Brief: Federal Policy to Promote Teacher Equity: An Examination of State Plans.
Her research also explores ways to nurture a sustainable teaching practice through radical self/collective care.
Her dissertation is one of the first qualitative studies of trauma-informed pedagogy in action at the high school level, and of trauma-informed pedagogy that utilizes English language arts, paving the way for further studies across grade levels and other subject matter.
In a recent story we reported honors for a group of faculty and faculty emeriti -- Christopher Emdin, Celia Genishi, Judith Scott-Clayton, Yolanda Sealey-Ruiz, and Elizabeth Tipton – as well as for alumnus Jared Boyce and current student Esther Ohito. Related Article: TC at AERA 2016: Who, What, When, Where Alex Bowers, Associate Professor of Applied Statistics in the Department of Organization & Leadership, has received a 2015-16 Outstanding Reviewer Award from Education Administration Quarterly (EAQ).
Honorees are selected for, among other factors, the quality and rigor of their reviews, the capacity of their reviews to strengthen manuscripts and help develop the skill set of author(s), the timeliness of completion, and the number of reviews they complete.
“My dissertation is about dismantling the notion that we keep our bodies, minds, and spirits separate in education, so I see this award as a powerful way to remind educators that …
we can teach our students as whole human beings while remembering that we ourselves are whole too, and that healing is an integral part of humanizing learning spaces.” Cariaga’s research is centered on how students from underserved communities navigate violence and various oppressions, and how to develop literacy interventions that are both trauma-informed and culturally-responsive.