Education and Psychology
Apr. 20, 2021—Vanderbilt Professor of Public Policy and Higher Education Will Doyle has been named editor of "Research in Higher Education," which publishes studies examining issues in postsecondary education.
Assistant principals have much to offer in advancing equity and improving schools, Vanderbilt-led research finds
Apr. 15, 2021—Effective assistant principals have the potential to greatly impact a school’s success, though they are often underutilized, a new Vanderbilt-led study finds. The report also sheds light on the varied functions of assistant principals and suggests ways to better prepare and support them to increase impact on students.
Apr. 14, 2021—H. Richard Milner IV has been voted president-elect of the American Educational Research Association, the largest national interdisciplinary research association devoted to the scientific study of education and learning in the world.
Vanderbilt’s Hubert H. Humphrey Fellows arrive in Nashville to complete 10-month professional development program
Apr. 6, 2021—Nine mid-career professionals from nine countries arrived in Nashville In January to complete the Hubert H. Humphrey Fellowship at Vanderbilt University. The program, sponsored by the U.S. Department of State’s Bureau of Educational and Cultural Affairs, focuses on professional development and mutual exchange.
Research Snapshot: Vanderbilt psychology research shows people more willing to take COVID-19 vaccine to benefit society
Apr. 1, 2021—Research Snapshot: Behavioral science identifies best way to convince people to get vaccinated. Est reading time: 1.5 minutes
Mar. 31, 2021—Peabody faculty member Douglas Fuchs has received the 2021 Award for Contributions to Research, Practice and Advocacy from the Learning Disabilities Association of America.
Mar. 25, 2021—Vanderbilt University Professor of Education H. Richard Milner IV has been honored for his outstanding contributions to the field and elected to membership by the National Academy of Education. Milner was one of 22 education scholars elected from institutions across the country.
Peabody College faculty awarded $1.6M grant to examine impacts of practitioner coaching at early learning centers
Mar. 11, 2021—A team of researchers at Vanderbilt Peabody College of education and human development has been awarded $1.6 million by the U.S. Office of Special Education Programs to examine the effects of practice-based coaching at early childhood learning sites.
Peabody College scholars to present groundbreaking research at Council for Exceptional Children annual meeting
Mar. 5, 2021—Scholars from Vanderbilt’s Peabody College of education and human development will present their latest research on important issues in special education at the Council for Exceptional Children’s annual meeting, “Learning Interactive Virtual Event (L.I.V.E.),” March 8–13.
Underrepresented students’ perceptions of calculus instruction reveal ‘weed-out’ mechanisms that discourage participation in STEM
Mar. 4, 2021—Peabody faculty Luis Leyva led a research team that identified mechanisms in undergraduate calculus instruction that contribute to the function of introductory mathematics as a gatekeeper to STEM majors among underrepresented students.
Low-income and students with learning disabilities disproportionately affected by COVID-19 learning loss, Peabody College experts say
Feb. 18, 2021—As the COVID-19 pandemic rages on, school closures and the shift to remote learning have disrupted educational progress across the nation, disproportionately affecting students from low-income communities and those with learning disabilities, according to faculty experts from Vanderbilt University’s Peabody College.
Peabody-led research report sheds light on impact of effective school leadership on student learning outcomes
Feb. 16, 2021—A major new research review commissioned by The Wallace Foundation paints a detailed picture of how strong principals affect students’ educational and social outcomes. The report, co-authored by Professor Jason A. Grissom at Vanderbilt University, concludes that school leaders are even more important than previously believed and that investing in their success has a very large payoff.