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Ideas In Action

Peabody Ranked No. 1 for Third Consecutive Year


Nov. 2, 2011—For the third straight year, Peabody College was rated the No. 1 graduate school of education in the nation, according to U.S. News & World Report rankings released in March.  Peabody is only the second education school in the last decade to have received the top honor spanning consecutive years.  “Peabody College is currently celebrating its 225th anniversary, so...

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Preparing Teachers for Diversity

Nov. 2, 2011—Research from Peabody College faculty members Donna Ford and Rich Milner about historically persistent yet unresolved issues in teacher education was featured in Studying Diversity in Teacher Education, released by the American Educational Research Association (AERA) in January. In the book, Ford and co-author Michelle Trotman Scott of the University of West Georgia examine how to prepare teacher education candidates to work with students with...

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New Faculty for 2011-2012

Nov. 2, 2011—Department of Leadership, Policy and Organizations Jason Grissom Assistant Professor of Public Policy and Education; Ph.D., Stanford University, 2007 

Carrie Kortegast Assistant Professor of the Practice of Higher Education; Ph.D., Iowa State University, 2011

 Christine Quinn Trank Senior Lecturer in Organizational Leadership; Ph.D., University of Iowa, 2001

 Department of PSYCHOLOGY and human development Carrie Masten...

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Researchers Put School Choice Options Under the Microscope

Nov. 2, 2011—School Choice and School Improvement; Mark Berends, Marisa Cannata, Ellen B. Goldring, eds; Harvard Education Press, 2011 Why do parents decide to switch schools? How good is the information school districts provide to guide those decisions? How do traditional public schools respond to competition from charter schools? Do options exacerbate segregation by skimming off the...

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Principals Do Not Feel Competition From Charter Schools

Nov. 2, 2011—Many advocates for school choice argue that the competition created by giving parents multiple options of schools for their children will improve education in traditional public schools. The latest research brief, “How do Principals Respond to Charter School Competition?,” released by the National Center on School Choice, examines the factors which contribute to principals’ perceptions of competition from charter...

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Researchers Discuss Ethical Considerations of ‘Curing’ Disabilities

Nov. 2, 2011—
Vanderbilt researchers from the Department of Pediatrics, Peabody College and the Divinity School joined with parent advocates for a panel discussion on the ethical considerations of “curing” disabilities on April 5. The event was sponsored by the Vanderbilt Kennedy Center to inform the university community about ethics related to conducting research, especially issues involving individuals with disabilities. While some parents of...

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Notes and Honors

Nov. 2, 2011—Sun-Joo Cho, assistant professor of psychology, received the 2010-11 Award for an Outstanding Application of Educational Measurement Technology from the National Council on Measurement in Education. Bruce Compas, Patricia and Rodes Hart Professor of Psychology and Human Development, received the 2011 Joe B. Wyatt Distinguished Professor Award from Vanderbilt University. Joseph J. Cunningham was named...

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Brain Imaging May Hold Clues to Help Children Improve Grammar

Oct. 28, 2011—Understanding how quickly children process speech is key to understanding why some struggle with language, but accurately measuring this speed has been difficult.

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Turning Over Turnaround

Oct. 28, 2011—Through its School Improvement Grants, the Obama administration has funneled $3.5 billion to turn around schools in all 50 states and the District of Columbia. More than 15,000 schools, or 16 percent of schools nationwide, were eligible for the grants. According to Department of Education data, SIG-awarded schools tend to be high-poverty (75 percent), high-minority (86 percent) schools concentrated at the high school level in urban areas.

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Pre-K Learning Leaps

Oct. 27, 2011—Children who attended Tennessee state-funded prekindergarten classes gained an average of 82 percent more on early literacy and math skills than comparable children who did not attend, researchers from the Peabody Research Institute have found.

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