Education and Psychology
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.
Vanderbilt Child Health Poll: Tennessee parents concerned about education, kids’ mental health as COVID-19 presses on
Jan. 22, 2021—The latest Vanderbilt Child Health Poll finds that many Tennessee parents are worried about the mental health of their children during the COVID-19 pandemic, and more than 80 percent of parents had concerns about their children attending school remotely.
Vanderbilt researchers find value in comparison of multiple strategies for mathematics teaching and learning
Jan. 22, 2021—A team of researchers from Vanderbilt University’s Peabody College of education and human development and Harvard University’s graduate school of education explored how using a basic learning process—comparison—could lead to stronger outcomes for K-12 students in mathematics, and analyzed different approaches for incorporating comparison into curriculum.
Jan. 19, 2021—In a new study published in "Social Psychology Quarterly," Lijun Song, associate professor of sociology in Vanderbilt University’s College of Arts and Science, examines how the theories of “social capital” and “social cost” predict an individual’s life satisfaction.
Jan. 15, 2021—Six researchers from Vanderbilt University’s Peabody College of education and human development have been selected for "Education Week's" 2021 Edu-Scholar Public Influence Rankings, an annual list highlighting education researchers who have demonstrated the greatest influence over educational policy and practice.
Dec. 18, 2020—'Toward Anti-Oppressive Teaching,' a new book co-written by Elizabeth A. Self, assistant professor of the practice of teaching and learning, and Barbara S. Stengel, professor of the practice of education, emerita, details how carefully crafted encounters can build on traditional approaches to educating future teachers about culture, power and systems of oppression.