Decades of research show that Teachers and Parents as Partners (TAPP) improves children’s academic, social and behavioral outcomes, while building stronger, more effective relationships between parents and teachers.
Developed at the University of Nebraska–Lincoln, the family-school partnership intervention has been implemented in Nebraska, Colorado, Missouri, Wisconsin and rural Appalachian communities, expanding its reach in recent years through distance technology.
A transformative program designed to help educators use mindfulness and reflection in their daily work is expanding its global reach.
Holly Hatton, associate professor of child, youth and family studies, is collaborating with researchers in Ghana to adapt CHIME — Cultivating Healthy Intentional Mindful Educators — an interactive compassion- and mindfulness-based program developed at the University of Nebraska–Lincoln. The program will support caregivers, young children and college students in the small west African country.
As computers become more and more ubiquitous in nearly every aspect of daily life, the demand for teachers who can prepare the next generation of tech leaders is more pressing than ever.
Leen-Kiat Soh, professor of computing, is leading a project to ensure future generations of K-12 teachers are equipped with the skills and knowledge to bring the cutting-edge computer science into the classroom.
The journey from detention to diploma is a challenging one for students transitioning from expulsion or the juvenile justice system to the classroom.
More than 25,000 youth reside in detention facilities on any given day in the United States. About two-thirds of those youth do not successfully re-engage with school upon their release, due to the lack of effective transition supports.
In recent years, illnesses, quarantines and school closures during the COVID-19 pandemic have increased emphasis on the importance of instructional time for children’s academic achievement following absences from the classroom.
There is also recent evidence that pandemic school closures disproportionately affected U.S. schools that had students with lower third-grade standardized test scores and higher shares of students from socioeconomically disadvantaged backgrounds.
A student’s ability to read is a critical predictor of academic and lifelong success. In Nebraska, the COVID-19 pandemic hit students with reading difficulties especially hard, particularly students attending rural schools.
A team of Nebraska researchers is working to boost reading outcomes for rural students in kindergarten through third grade by providing professional learning opportunities to teachers across the state, speeding up pandemic recovery for students with reading difficulties, as well as those at risk.
Students who struggle with social and behavior issues are at high risk of developing long-term problems, both at school and in life.
When those students live in rural parts of the country, with limited access to behavioral health services, those challenges can significantly increase.
A team of Nebraska researchers is working with teachers to share stories from the past and connect them to the larger historical narrative of America through animation and film.
The project, “Animating History,” takes an interdisciplinary approach to advance knowledge in areas no single discipline can achieve on its own. This project aligns with the UNL Grand Challenge of anti-racism and racial equity.
