We are pleased to announce the Graduate School of Education's first Distinguished Lecture Series, "Experiencing Learning in a Berkeley Way: Creating a basis for your career."
May 9, 2018
March 8, 2018
GSE Professor Rick Mintrop, in partnership with Hayward Unified School District, and the Reach Institute for School Leadership, have received a $1M grant from the William and Flora Hewlett Foundation to move a whole school district toward deeper learning practices in the district’s classrooms. The grant allows the team to work on all levels of the system simultaneously, with the goal of enabling and strengthening teacher professional learning around instruction.
September 22, 2017
By Aileen Olson
As a science teacher in New York City, Kathryn Lanouette describes a moment of clarity she had teaching a class of 3rd graders. While discussing buoyancy she looked out her window and noticed a freighter slowly moving down the nearby East River. Taking her class outside, something intriguing happened as they watched the passing ship.
February 16, 2017
Professor FRANK C. WORRELL, director of the GSE’s School Psychology Program for more than a decade, has received the 2016 Nadine M. Lambert Outstanding School Psychologist Award.
The award holds special meaning for Worrell, who was recruited to attend Berkeley’s doctoral program by Lambert in the late 1980s.
From graphing the growth of plants over time to explaining how the smell of an orange travels across the room, Prof. Michelle H. Wilkerson, is steeped in research on how data visualization can help students learn math and science.
It was one of the few times that a law moved through both the Senate and House relatively quickly in recent years, and as such the bipartisan agreement was lauded as remarkable. Even President Obama called it a “Christmas miracle” when he signed the reauthorization of the federal education act, the Every Student Succeeds Act (ESSA).
Formerly known as No Child Left Behind (NCLB), the reauthorization was touted as federal legislation that devolved more authority to the states in assessing school success after years of direct federal intervention.