Integrating Classrooms and Reducing Academic Tracking Strategies for School Leaders and Educators
…The Schoolwide Enrichment Model (SEM), developed by University of Connecticut professors Joseph Renzulli and Sally Reis, is an approach to teaching and learning that draws from the pedagogy of gifted education to enhance opportunities to all students in a school. SEM identifies “gifted behaviors,” including above-average academic abilities creativity, and task commitment, rather than attaching a binary (“gifted”/“not gifted”) label. SEM uses flexible student groupings that change throughout the course of a year and bring together students with different achievement and interest levels. It creates opportunities for all students to be engaged in some type of enrichment, in which students with shared interests engage in investigative learning and explore real-life problems. …
“We’re trying to make it so people with disabilities have more opportunities for employment in society, right?” said Allison Lombardi, a professor who teaches in the Special Education Program at the University of Connecticut. “There’s not a separate society for just people with disabilities, so it really doesn’t make sense for us to create programs that are so separate.”
Lombardi said schools are still tracking young adults with disabilities into prescriptive, low-wage work instead of giving them access to the classes their college-bound classmates take.
“If there’s an opportunity for adolescents with and without disabilities to learn alongside each other on the job, that’s really where I think we want to get with CTE,” Lombardi said.
Outstanding Professional — Rachel R. McAnallen ’10 Ph.D. (Educational Psychology – Gifted and Talented)
Known as “Ms. Math” to children across the country, Rachel McAnallen has devoted her life to sharing the joy of mathematics with learners of all ages. A professional educator for more than 60 years, she travels the globe teaching her love of mathematics at every grade level. In addition to her experience in the classroom, McAnallen has served as a department chair, a school board member, and a high school administrator. A lifelong learner, McAnallen received her Ph.D. from the Neag School at age 75.
Outstanding Higher Education Professional — D. Betsy McCoach ’01 MA, ’02 6th Year, ’03 Ph.D. Currently, Professor of Educational Psychology in the Research Methods, Modeling & Evaluation
A faculty member at the Neag School in educational psychology for over 15 years, Betsy McCoach also directs the Data Analysis Training Institute of Connecticut (DATIC) and the Modern Modeling Methods (M3) Conference, both of which bring international experts to UConn. She is the current co-principal investigator of a $3 million National Science Foundation grant on the science of learning and the National Center for Research on Gifted Education, funded by a $5 million grant through the Institute for Education Sciences. McCoach is an established scholar, having authored or co-authored nearly 100 peer-reviewed journal articles, dozens of book chapters, and four books.
U.S. News & World Report has issued its 2020 rankings of the best graduate schools of education in the nation, with the Neag School of Education ranking among the top 20 public graduate schools of education in the United States for the fourth consecutive year.
Dr. Tamika La Salle and Sara McDaniel of the University of Alabama have been awarded a major grant from The National Institute of Minority Health and Health Disparities on Incorporating Cultural Responsiveness into Positive Behavioral Interventions and Support Framework as a collaborative project for five years. See more on this exciting new project at https://today.uconn.edu/school-stories/pbis-lasalle/