Education and Psychology
Academic acceleration has no negative long-term effects on the psychological well-being of gifted youth
Aug. 3, 2020—A new longitudinal study published in the Journal of Educational Psychology from Vanderbilt’s Study of Mathematically Precocious Youth finds that there are no negative effects on the long-term well-being of gifted youth from academic acceleration such as skipping grades, graduating early, or a combination of advanced educational placement methods.
Institute in Critical Quantitative and Mixed Methodologies holds inaugural virtual symposium Aug. 3–4
Jul. 29, 2020—The Institute in Critical Quantitative and Mixed Methodologies Training for Underrepresented Scholars will hold its inaugural virtual symposium, “Critical Methodologies for a Critical Moment,” Aug. 3–4 from 1 to 4 p.m.
Supervision of principals should focus on instructional leadership, according to Vanderbilt research supported by the Wallace Foundation
Jul. 28, 2020—Research on the evolving role of principal supervisors from Vanderbilt’s Peabody College of education and human development was included in two of three reports released July 21 by the Wallace Foundation, a national philanthropy that seeks to improve learning for marginalized children.
Jul. 22, 2020—Assistant Professor of Psychology and Human Development Autumn Kujawa, who studies the development of mood and anxiety disorders, has conducted one of the first longitudinal studies on mental health outcomes from COVID-19 and finds there is high potential for recovery when the pandemic situation improves.
Jul. 15, 2020—New research on cognitive flexibility points to a small class of brain cells that support switching attention strategies when old strategies fail.
Jul. 9, 2020—Luis A. Leyva, assistant professor of mathematics education at Vanderbilt Peabody College of education and human development, has been awarded a National Academy of Education/Spencer Foundation Postdoctoral Fellowship for his research “Queer of Color: Counter-stories from Engineering, Computing, and Mathematical Science Majors.”
Jun. 29, 2020—New research from Vanderbilt Peabody College of education and human development asks whether the use of an enhanced electronic book can train parents in reading methods that facilitate parent-child conversations, which are known to spur preschool vocabulary development and the language processing skills necessary to close the word gap.
Jun. 24, 2020—A spring 2020 seminar immersed Vanderbilt students in a unique academic experience examining gender stereotypes, masculinity and identity through the lens of dance as part of a special partnership between Nashville Ballet and the university.
Jun. 11, 2020—Lisa K. Fazio, assistant professor of psychology at Vanderbilt Peabody College of education and human development, gives tips to social media consumers on how to recognize misleading information about COVID-19.
Jun. 10, 2020—Addiction thrives in isolation, so sheltering in place and social distancing during COVID-19 can be challenging for people in recovery as well as for those who are susceptible to substance misuse, says Andrew Finch, an addiction expert and Vanderbilt Peabody College professor.
Tennessee teachers identify technological supports for remote learning as primary need during COVID-19 school closures
Jun. 9, 2020—More than three-quarters of teachers in the recent Tennessee Educator Survey selected technological supports for remote learning as the most helpful supports needed to promote educational access during COVID-19 school closures.
To Bridge the Gap: Peabody’s Department of Special Education applies best-in-class academic research to solve real-world challenges
May. 28, 2020—In recent years a cadre of energetic, productive faculty members have joined Peabody's special education department, building on the legacy of high-caliber research and teaching that began in the 1950s with Lloyd Dunn and developmental psychologists Nicholas Hobbs and Susan Gray.