Theresa Austin, languages, literacy and culture, was recognized at the 2015 annual meeting of the American Council on the Teaching of Foreign Languages Heritage Language Special Interest Group in San Diego.
For her scholarship and leadership over the past six years, she was awarded a plaque honoring her contributions to heritage language education and research.
Laura A. Valdiviezo, associate professor of language, literacy and culture in the College of Education, discussed “Rethinking Testing, Teaching and Learning in Education” during a recent interview on New England Public Radio.
She urged listeners to evaluate testing not as an educational tool but as a profitable multibillion-dollar industry, and instead to pay due and much needed attention to the central role quality teaching and learning play in the construction of equity in education.
Kathryn A. McDermott, professor in education policy at the University of Massachusetts Amherst, has co-edited a 50-year retrospective on the impact of the Elementary and Secondary Education Act of 1965 (ESEA).
McDermott was joined by David A. Gamson of Pennsylvania State University, and Douglas S. Reed of Georgetown University in editing the current issue of RSF: The Russell Sage Foundation Journal of the Social Sciences, and in writing the lead article, “The Elementary and Secondary Education Act at Fifty: Aspirations, Effects, and Limitations.”
Rosalie Fink’s (BA 1963) newest book “Reading, Writing, and Rhythm: Engaging Content Area Literacy Strategies,” has been published by Shell Education. Fink says the book shows new ways to teach English, social studies, science, and mathematics by using techniques and art forms including rap, drama, poetry, song, dance, and visual arts. She has been a public school teacher, a literacy specialist, and researcher. She is professor emerita, English/Literacy, Lesley University.
Sally Campbell Galman received a one-year, $36,000 award from the Spencer Foundation for a new research project, Understanding young, gender-nonconforming children’s resilience experiences across child-life contexts. “Many of the stories we hear about transgender and gender nonconforming young people focus on the statistics about alienation, homelessness, suicide, academic failure, and so one, “ said Galman. “This study aims to go beyond the sad stories and cautionary talks to look at the resiliency, resistance and self-expression.
Keisha L. Green, assistant professor, was named to the board of directors of the New England Public Radio Foundation, an independent, nonprofit organization that raises funds for the station.
On the faculty of the teacher education and curriculum studies department since 2013, Green co-coordinates the English language arts (ELA) Secondary Teacher Education Program. In that role, she works with linguistically and culturally diverse youth as well as ELA teachers in the Springfield, Holyoke and Amherst school districts.
The Education Club and School Psychology Assoc. fill backpacks for students
HELP US FEED STUDENTS IN NEED
The UMass Amherst Education Club and the UMass School Psychology Association are working with the Holyoke Public School Full Service Community Schools Basic Needs workgroup to benefit the Holyoke Public Schools Backpack Program. This program provides a backpack filled with nutritious food every Friday to students who have little access to food over the weekend. Last year this program filled over 4,800 backpacks and they have been asked to expand as much as possible.
Donations will be accepted throughout the month of November
The doctoral program in mathematics, science and learning technologies presents Teaching Mathematics for Spatial Justice, with Laurie Rubel, Distinguished CUNY Fellow, on Thursday, Nov. 19 in room 101 Furcolo Hall 5-6:30 p.m.