Apr. 28, 2021—Candice Storey Lee, the first African American woman to head a Southeastern Conference athletics program, will be honored by Vanderbilt’s Peabody College of education and human development with the 2021 Distinguished Alumna Award during Class of 2020 Commencement May 2 and Class of 2021 Commencement May 16.
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.
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.
Mar. 3, 2021—During the Research Ramp-up process, more than 3,000 Vanderbilt research personnel have returned to in-person research activities, while many others have continued remotely through perseverance and ingenuity. The efforts of Peabody College's James Booth and the College of Arts and Science's Katherine Friedman are highlighted.
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.
Feb. 1, 2021—Assistant Professor of Psychology Lisa Fazio discusses how to distinguish between valid and false information regarding the COVID-19 vaccines.
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.
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.
Dec. 7, 2020—The Literacy Research Association has honored Kevin Leander, professor of literacy, language and culture at Vanderbilt Peabody College of education and human development, with the P. David Pearson Scholarly Influence Award.
Kaiser’s KidTalk lab returns to early childhood language intervention research during Research Ramp-up to support kids with language delays
Nov. 25, 2020—Since the beginning of June, Peabody College professor Ann Kaiser and her team have been assessing the language development of toddlers over Zoom, discovering not only that virtual intervention works, but also that, in many ways, it may have unique benefits when compared to in-person intervention.