Ideas In Action

Peabody College has launched an initiative designed to help early-career faculty thrive in all aspects of campus life and to guide them toward promotion and tenure. The R.A.C.E. (Research, Advocacy, Collaboration, Empowering) Mentoring project targets new and junior faculty members, and it is particularly useful for faculty of color. Peabody welcomed 14 new faculty this fall, 80 percent of whom are women and minorities. Read More

Teaching children with disabilities play skills helps them interact with typically developing peers. Read More

A new report highlights the need to improve college affordability, especially for lower-income families. Read More

High-achieving black students are half as likely as their white peers to be assigned to gifted education. Their teachers’ race may explain why. Read More

When Tennessee’s governor wanted to develop better principals, he turned to the experts at Peabody College. Read More

Could an emphasis on mental toughness be harming the psychological and physical health of black students? Read More

When children have a choice of how they interact with educators, they may learn more efficiently. Read More

Graduate students devise a unique study to teach an aspiring pizza chef with autism to follow recipes. Read More

New analysis of Tennessee's state-funded pre-K is prompting reevaluation and change. Read More

Action research by Peabody College students helps Nashville developers and neighborhoods envision a healthier future.       Read More

When Fulbright Scholar and former computer programmer Carol Eid decided to change her life, she chose Peabody as the best avenue for studying learning design.   Read More

Nine Vanderbilt faculty members were selected for inclusion in the 2016 Edu-Scholar Public Presence Rankings, released Jan. 6. Eight of the nine Vanderbilt academics have been on the list in previous years. Read More

Early motor training in infants may result in positive long-term effects in other areas of development, according to a collaborative study by researchers at Vanderbilt University, the University of Pittsburgh and Seton Hall University.   Read More

Black and Hispanic students make up an increasing percentage of U.S. school children. Yet in virtually every school district, they are underrepresented in gifted classes and programs, often because they are not identified as gifted. Those who do enter such programs often fail to complete them.   Read More

In January, a panel of independent reviewers evaluated the quality, relevance and usefulness of the products of 14 of the U.S. Department of Education’s Office of Special Education Programs’ (OSEP) national centers funded in 2006–2007. The IRIS Center for Training Enhancements (IRIS II) ranked second, missing the top spot by only .08 points. Read More

A new approach to teaching pre-kindergarten could take a bite out of the achievement gap and level the playing field for America’s growing population of English language learners, according to a published study by researchers at Vanderbilt’s Peabody College of education and human development. Read More

Positive interactions in a pre-kindergarten classroom may be equally or more important to the future academic development of 4-year-olds than learning letters and numbers, according to Dale Farran, senior associate director of the Peabody Research Institute at Vanderbilt’s Peabody College. Read More

Peabody professors Paul Yoder and Ann Kaiser are recipients of new grants from the National Institutes of Health Autism Centers of Excellence (ACE). Yoder and Kaiser of Vanderbilt have received ACE grants to study language interventions for young children. “Early intervention with autism is one of the big success stories,”… Read More

  Homeschooling in America: Capturing and Assessing the Movement; Joseph Murphy; Corwin, 2012 More than 2 million children in the United States are now homeschooled, up from only 15,000 40 years ago, but little research has been done on the academic and social outcomes of this student population. In… Read More

Kindergarten teachers report spending much of their math instructional time teaching students basic counting skills and how to recognize geometric shapes—skills the students have already mastered before setting foot in the kindergarten classroom, new research finds. Read More