New research from Peabody finds that preschool teachers’ use of sophisticated vocabulary and analytic talk about books, combined with early support for literacy in the home, can predict fourth-grade reading comprehension and word recognition.
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Public education has always been an arena in which the nation’s policy crises have played themselves out. Most pressing social and economic issues—segregation, immigration, unioniza-tion and union-busting, fiscal collapses, crime, drug abuse, unemployment—end up affecting schools and education policy.
What if a fifth grader could learn college-level physics concepts? What if the platform used to teach those concepts could be accessed very simply online through a Web browser? What if that new methodology allowed students to write computer programs, progress at their own pace and provide the teacher immediate feedback on individual progress?
Among the 23 lively students in Miss Smith’s third-grade class (all names have been changed) are several children with disabilities: Katie, who has dyslexia; Billy, who experiences occasional seizures; John, who has attention deficit hyperactivity disorder, and several students with behavioral problems.
At first glance, these alumni do not seem to share much beyond their undergraduate major, human and organizational development.
Jeremy Kane’s emergence as a key figure in Nashville’s charter schools movement may well have taken root in seventh grade. That was the year he transferred from a Metro Nashville public school to Montgomery Bell Academy, a private college preparatory school.
Two hundred and twenty-five years is a long time for an institution to survive. Founded as Davidson Academy in 1785, what is now Vanderbilt’s Peabody College initially existed under various names—Cumberland College, University of Nashville, State Normal College of Tennessee, Peabody Normal College. During those years, Peabody’s primary innovation was its continued existence in a region not always responsive to higher education.
In the movie Dead Poets Society, Mr. Keating (played by Robin Williams) asks his students to climb up on the desk and view the world from a different vantage point. Every year, participants in the Educational Leadership Learning Exchange program, more commonly called ELLE, get a chance to climb up on the desk and see [...]
Can the achievement gap in education be bridged? A look at factors contributing to this seemingly intractable problem.
The rural achievement gap must deal with issues relating to distance as well as poverty.
Peabody alumnus Chris Barbic is reversing trends with his charter school network in Houston, Texas.
Peabody student Jamie Graham and alumnus David Pérez have risen above circumstances to create a better life through education.
A World of Hurt It’s a gray winter day at Ross Elementary, an inner-city school in East Nashville that serves a high percentage of children who qualify for the free and reduced-priced lunch program, and pre-K teacher Tish Smedley is overseeing the controlled chaos of her 4-year-old students as they prepare for rest period. A [...]
Substantial investments in Peabody’s strategic plan, continuing success in the recruitment of nationally prominent faculty who garner ever-increasing external funding, and growing numbers of stellar students have propelled Peabody to the level described in our vision of 10 years ago.
Innovative developmental cognitive neuroscientist Bruce McCandliss continues his research into educational neuroscience, the study of how a child’s brain might influence educational experience and how educational experiences might influence a child’s brain.
Peabody’s early language development experts focus on teaching methods and curricula as a precursor to pre-K success. More than 45 years ago, Susan Gray conducted the first randomized clinical study with low-income children showing that an enriched environment could lead to gains in children’s language mastery. Her findings helped lead to the establishment of Head Start, a national school readiness program.
Peabody alumni may be surprised to learn that the college is using new ways to stay in touch with graduates day today, via Facebook, VUconnect, Twitter and YouTube. How is this tangle of newfangled social networking terms changing the face of alumni communications?
Rodes Hart and Orrin Ingram believe in Vanderbilt. As alumni, trustees, philanthropists and visionaries, they reflect on the opportunities—and challenges—of eliminating need-based loans and increasing scholarship endowment.
At Eakin Elementary School, a Nashville public school a stone’s throw from Vanderbilt University, Principal Roxie Ross is putting Positive Behavior Support to work. Since Positive Behavior Support was introduced at the school a few years ago, Ross has seen the school’s atmosphere become more positive and more focused on encouraging students.
Sharon Shields, professor of human and organizational development and faculty head of Murray House, reflects on the meaning of community, the importance of text messaging and why she loves living with college students
Peabody researchers tackle real-world problems through collaboration.Affordable housing. Sexually transmitted disease. School violence and bullying. It sounds like a laundry list of some of the toughest problems communities encounter today, issues made even more challenging by an economy in turmoil. All are under assault by Peabody faculty actively engaged in research with direct applications to real-world problems.
In a historic move that strengthens its dedication to accessibility and affordability, Vanderbilt announced last fall that it will eliminate need-based loans from financial aid packages offered to eligible undergraduates. Starting this fall, the amount of need-based loans normally included in undergraduate financial aid awards for new and returning students will be replaced with Vanderbilt grants and scholarships.
The spirit of Peabody is redefining Vanderbilt’s study abroad experience—with help from HOD students and faculty who want more than a tourist’s itinerary.
The credit crisis and a faltering economy. Rapidly rising energy costs. War. These pressing issues dominate voters’ concerns in advance of the November 4 presidential election. With so many raging fires to fight, the nation seems to have less attention to devote to education policy. That does not mean voters do not care about education. In polls that ask them to assess the importance of various issues in their votes for president—as opposed to those more frequent polls that ask respondents to identify only one issue of top concern—education continues to receive high rankings.
One of the things Peabody graduate Amy Cate, BS’03, likes best about teaching is the unpredictability. “It’s different every day,” she says. “You go in with a plan, but you never know what’s going to happen.” As a Spanish teacher at J.T. Moore Middle School, a public school in Nashville, Cate often tells her students, “Así es la vida”—“such is life”—presumably in order to help them deal with perennial travails such as homework or quizzes.