Jan. 18, 2019—Vanderbilt University has increased its presence in the annual Edu-Scholar Public Influence Rankings, Education Week’s annual listing of the most influential public scholars in education.
Jan. 17, 2019—A new National Science Foundation-funded report published in AERA Open documents the negative effects labels and stereotypes are having on high-achieving Asian and Black college students.
Jan. 17, 2019—A Vanderbilt special education research team served as guest co-editors of the January issue of Exceptional Children, the distinguished research journal of the Council for Exceptional Children. Professors Douglas Fuchs and Lynn S. Fuchs chose the theme of moderator analysis.
Dec. 19, 2018—The practice of separating immigrant children from their parents is very likely to lead to negative effects on emotional and mental health, according to a new paper authored by Vanderbilt University psychology professor Kathryn L. Humphreys.
Dec. 19, 2018—Stressful or traumatic experiences occurring in a child’s earliest years—birth to age 5—have been linked to reduced hippocampal volume in adolescence, according to a new Vanderbilt University report published in Developmental Science.
Dec. 10, 2018—Pressing social issues of the day will be the focus of upcoming installments of the Dean’s Diversity Lecture series at Vanderbilt’s Peabody College of education and human development.
Dec. 10, 2018—Researchers in the Vanderbilt KidTalk Lab are joining researchers at two other universities to conduct a clinical trial of an intervention for young children with language delays in a study funded by the National Institute of Deafness and Communication Disorders.
Dec. 10, 2018—A new brief released by the Tennessee Education Research Alliance finds that teachers of color are more likely to transfer schools than White teachers, especially when they are racially isolated.
Dec. 5, 2018—Tennessee Gov. Bill Haslam announced on November 29 the participants selected for the 2019 Governor’s Academy for School Leadership (GASL), a one-year fellowship program to cultivate and develop future school leaders across Tennessee and improve school effectiveness and student performance.
SAILS math remediation eliminated students’ delay in entering college-level courses; did not increase math achievement
Nov. 27, 2018—More than a third of community college entrants nationally are required to take remedial courses once in college, thereby delaying student progress toward completing a degree. Researchers at Vanderbilt University’s Peabody College of education and human development and Harvard University’s Center for Education Policy Research conducted an evaluation of Tennessee’s innovative solution to remediation’s costly delay.