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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.
Ask an Expert: How can you spot misinformation about COVID-19 vaccines?
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.
New book introduces innovative approaches for teacher training using simulations
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.
Vanderbilt Peabody professor garners literacy award
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.
Seven Vanderbilt faculty members elected as fellows in prominent psychological science associations
Nov. 23, 2020—Seven Vanderbilt faculty recently were elected as fellows in the Association for Psychological Science and the American Psychological Association.
Inaugural conference on race justice to feature internationally known scholars
Nov. 18, 2020—The Initiative for Race Research and Justice at Vanderbilt Peabody College will host a daylong virtual conference on Saturday, Dec. 5, featuring internationally known scholars and leaders Marc Lamont Hill, Gloria Ladson-Billings and Bettina Love, among others, who will address a range of questions about racial justice as the issue applies in educational settings and more broadly.
Smrekar named editor of ‘Peabody Journal of Education’
Nov. 17, 2020—Claire Smrekar, associate professor of public policy and education, recently was named editor of the "Peabody Journal of Education," America's second longest-running publication devoted exclusively to educational research, practice and policy.
Vanderbilt disability inclusion programs receive national recognition
Nov. 13, 2020—Several Vanderbilt diversity and inclusion programs are spotlighted by the U.S. Department of Labor’s Office of Federal Contract Compliance Programs on a list of disability and inclusion resources meeting the agency’s criteria.
New research documents how COVID-19 multiplies stress and trauma for people with disabilities
Nov. 4, 2020—A November article published in Rehabilitation Psychology reviews research on disabilities and COVID-19 to help rehabilitation psychologists mitigate the effects of the added stress of the pandemic. In addition, the work addresses how systemic discrimination against people with disabilities intersects with other forms of inequity.