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- 7.17.15 New study to examine how ‘working memory’ affects math competency The National Center for Special Education Research (part of the U.S. Department of Education’s the Institute on Education Sciences) has awarded $3.5 million to faculty at Peabody College to study working memory training for students at risk for math difficulties.
- 7.17.15 Lubinski honored with Mensa Lifetime Achievement Award Peabody professor David Lubinski has been awarded the Lifetime Achievement Award of the Mensa Education and Research Foundation.
- 7.7.15 Report: Homeless families fare better with housing vouchers A new HUD study conducted in partnership with Vanderbilt that reviewed housing options for homeless families found that those offered a housing choice voucher were less likely to re-enter homelessness or experience housing instability.
- 6.12.15 Peabody graduate student honored by White House for mobile Makerspace The White House will recognize Gokul Krishnan, a Ph.D. student in learning sciences at Peabody College, on June 12 as part of a kick-off celebration for the National Week of Making (June 12-18).
Lack of minorities in STEM focus of Vanderbilt summit African Americans are one of the most underrepresented racial groups in engineering faculty positions, and mentorship programs have done little to remedy that
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- 7.31.15 Peabody Module II classes end
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Ellen Goldring and Jason Grissom earned a grant of $1.6 million from IES for their study, The Development and Validation of a Diagnostic Assessment of Instructional Leadership Capacity.
‘SAM’ helps principals spend more time leading, less time putting out fires
School principals are often so caught up with managing their schools, they have little time to provide instructional leadership to their teachers. There may be a solution to this dilemma, according to a new report by researchers at Vanderbilt University and University of Pennsylvania.
Study: Feedback can hinder kids’ math outcomes
A new Peabody College study finds that sometimes providing verbal feedback (positive or negative) actually causes more harm than good. Developing ways to improve problem solving and early mathematics understanding is the research focus of Emily Fyfe, a doctoral student at Peabody.