Dr. Michael F. Young and Dr. Stephen T. Slota publishes a new edited book on the development and impact of serious games in education titled: Exploding the Castle: Rethinking How Video Games & Game Mechanics Can Shape the Future of Education, by Information Age Publishers.
For more information on this book, please refer to the publisher’s website.
Assistant Professor Bianca Montrosse-Moorhead this month joins the editorial board of New Directions for Evaluation, one of two official journals of the American Evaluation Association, the largest evaluation association in the world. Her three-year appointment will run from July 2017 to June 2020.
New Directions for Evaluation (NDE) publishes works on all aspects of evaluation, with an emphasis on presenting timely and thoughtful reflections on leading-edge issues of evaluation and the organizational, cultural, and societal context within which evaluations occur. In her role, Montrosse-Moorhead will review manuscripts submitted to NDE, help generate topics for special issues, and provide period insights and advice to the editors on future directions for NDE.
Find more news from the MEA program here.
Joseph Madaus, professor and Associate Dean for Academic Affairs in the Neag School of Education, shares his insights on the opportunities and challenges facing students with disabilities in a recent article published on The Conversation. Read the article here.
Click here to learn more about the School Psychology programs.
MEA professor Betsy Mccoach, together with cognitive scientists and neuroscientists at UConn, wins $3 million NSF reward to train 50 graduate students in the science of learning and how to communicate their research to the public. Read more here.
Profs Melissa Bray, Thomas Kehle, Lisa Sanetti, and Sandra Chafouleas have been listed among the top 20 most productive intervention researchers in School Psychology, according to a newly published study in Psychology in the Schools identifying authors and training programs that have made the most frequent contributions to intervention research in six school psychology journals between 2005 and 2014.
In addition, our School Psychology program is ranked the 2nd-most productive based on number of total publications from 2005 to 2014.