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- 10.21.16 Donna Ford appointed Section Editor at Journal of Negro EducationPeabody's Donna Y. Ford has been named Section Editor of the Education of Diverse Learners for The Journal of Negro Education, a scholarly refereed journal that is one of the oldest continuously published periodicals in the nation by and about black people.
- 10.13.16 Faculty profile: Duane WatsonDuane Watson, who joined Peabody's faculty this fall, studies not only what people say, but how they say it - an aspect of language called prosody, which includes the stress, pitch, rhythm and intonation of speech.
- 10.11.16 Braxton receives honor from ASHEProf. John M. Braxton is the 2016 recipient of the Research Achievement Award from the Association for the Study of Higher Education.
- 9.20.16 Andy Finch discusses the recovery school modelPeabody's Andy Finch talks about the pros and cons of recovery schools in a Washington Post article.
- 9.20.16 Goldring selected for 2016 UCEA Lifetime Achievement AwardThe University Council for Educational Administration (UCEA) has selected Vanderbilt researcher Ellen Goldring to receive its prestigious Roald F. Campbell Lifetime Achievement Award for 2016.
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Top-ranked college of education and human development in the United States
Grant to fund research into addressing classroom behavior problems
A grant from the Institute of Education Sciences to Professor Joe Wehby will fund a study looking at "Tier 2" behavior interventions.
Pyramid Model could reduce high expulsion rate of preschoolers
A Vanderbilt study may have clues to solving America’s high preschool expulsion rate. National studies show that preschool-age children are expelled for behavior problems at three times the rate of school-age children.
Alternatively certified teachers more likely to leave
Alternatively certified teachers may bring quality and diversity to a classroom, but they also are more likely to leave the profession than traditionally certified teachers, according to a new study from Peabody College.
New 'toolkit' for math teachers
Researchers at Vanderbilt's Peabody College and Harvard University are testing an innovative toolkit designed to help teachers teach algebra more effectively. The three-year experiment is a partnership with Chelmsford, Massachusetts, public schools.