Posts Tagged K-12 education

As K-12 students and their families face time away from school because of coronavirus closings, University of Rochester school counseling expert Bonnie Rubenstein says that it’s important to develop and maintain a culture of caring—not only at school, but also at home.

Simon Narang, a senior from Pittsford Sutherland High School, was recently named a Scholar in the prestigious Regeneron Science Talent Search, for a research project he carried out at the Laboratory for Laser Energetics.

In 2014, a Rochester high school was on the brink of closure. Since then, a partnership with the University has helped East High School to forge a new culture and commitment to revival.

Two local teens have earned recognition in the prestigious Regeneron Science Talent Search (formerly the Intel Science Talent Search) for research projects they carried out last summer at the University’s Laboratory for Laser Energetics.

When Warner School professor Karen Finnigan communications with her peers about school reform, she uses journal articles and academic conference presentations. But when she talks with policymakers or parents, she starts with Horton Hears a Who.

Summer vacation is upon us. And while kids often look forward to the break from their studies, professor Carol St. George warns that the time off can lead to some back-sliding when it comes to learning. / Democrat and Chronicle

Grounded in the University’s partnership with East High School, the Center for Urban Education Success will bring together the Warner School’s educational programs, community outreach, and research about urban schools, as well as the University’s work at East.

Kara Finnigan, associate professor of educational policy at the Warner School of Education, has coedited a book about the important role of central district offices in turning around the nation’s lowest performing schools.

During their week at Photon Camp, 18 students from several local high schools and the Bergen Academy in New Jersey will attend lectures in the mornings, and get some hands on experience in the laboratory during the afternoons.

A 20-minute classroom assessment that is less subjective than traditional in-class evaluations by principals can reliably measure classroom instruction and predict student standardized test scores.