Vanderbilt Peabody College of education and human development
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.
Nov. 23, 2020—Seven Vanderbilt faculty recently were elected as fellows in the Association for Psychological Science and the American Psychological Association.
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.
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.
Velma McBride Murry’s pathbreaking family intervention work recognized with National Academy of Medicine election
Nov. 4, 2020—Velma McBride Murry, University Professor of Health Policy and Human & Organizational Development, receives one of the highest honors in health and medicine.
Nov. 2, 2020—The COVID-19 pandemic continues to impact the homeless community, including posing unique health risks to the homeless population and spurring a likely increase in homelessness due to job losses, said Marybeth Shinn, Cornelius Vanderbilt Chair and professor of human, organizational and community development.
Oct. 12, 2020—By Jane Sevier Professor Rachel Schles knows she has big shoes to fill, and she’s eager to take up the challenge. In assuming the helm of the Vanderbilt Peabody College Visual Disabilities Program, Schles follows in the footsteps of generations of teachers and scholars who have shaped education for the blind and visually impaired since...
Study shows that repeated statements are more often judged to be true, regardless of a person’s age or prior knowledge
Oct. 6, 2020—Researchers from Vanderbilt Peabody College of education and human development ask two questions in a recent study related to the illusory-truth effect: Do adults learn during childhood to associate repetition as a cue for truth, and can their prior knowledge protect them from the effect?
Oct. 6, 2020—A new self-paced learning unit or module available from Vanderbilt Peabody College IRIS Center, “Parents: Supporting Learning During the COVID-19 Pandemic,” offers suggestions and strategies to cover a wide range of circumstances and student needs for grades PreK–12 as parents search for ways to help meet their children’s learning needs at home.
Oct. 6, 2020—Kathryn Humphreys, assistant professor of psychology and human development at Vanderbilt Peabody College of education and human development, was awarded a Young Investigator Grant from the Brain and Behavior Research Foundation in an announcement made September 21.
Oct. 2, 2020—Books on specific strategies and practices for using digital tools to reduce inequities in educational opportunities and improve student outcomes and the core ingredients of leadership have been recently published by Vanderbilt faculty.
Sep. 22, 2020—By Jane Sevier When the coronavirus sent many parents and children home, Peabody Professor Erin Barton and the 14 graduate student researchers who make up the Barton Research Lab decided to use social media to offer evidence-based resources they had created to families of children with disabilities or challenging behaviors. “We wanted to get information...