A delegation of 30 top Chinese educators from South China Normal University in Guangzhou, Guangdong Province, PR China participated in an Educational Leadership Learning Exchange (ELLE) at UW Bothell. The Chinese educators are involved in a three-year practice-based program of study at South China Normal University (SCNU). The UW Bothell Education Program is coordinated the academic activities of the delegation as well as arranged visits with many of its educational partners at local schools, school districts, and community organizations. Read article.

The Long March Toward Revitalization: Developing Standpoint in Curriculum Studies

There historically exists significant epistemological and political tension within the field of curriculum studies. Further, although there is some application of standpoint theory in educational research generally, and little used within curriculum studies specifically, much of it is undertheorized at best and, in many cases, misapplied or misunderstood.
Read Article.


This month in Teaching Children Mathematics, Professor Allison Hintz writes about "Strengthening Discussions." Her research and teaching focus on understanding and supporting students' experiences as participants in mathematical discussion. In this article, she draws on data from a yearlong study of first and fourth grade students in the Northshore School District. During interviews with students, the children narrated their experiences during classroom discussions (often watching a video recording of themselves engaged in discussion as a stimulated recall of particular events). Through the students' narrations we learn that certain aspects of discussion are especially challenging - specifically, discussing mathematical mistakes, sharing strategies, and listening to classmates' solutions.

Dr. Hintz is grateful for the ways these students articulated the noteworthy demands of engaging in mathematical discussion and she takes-up their ideas in the article to offer specific teaching strategies. For example, when supporting children through the demands of discussing mathematical mistakes, a teacher can: begin by highlighting the logic in the error, position the student as a competent mathematician, and teach students what to say when they make a mistake. The students in this study often said, "I'd like to revise my thinking". She hopes that teachers who read the article can use these students' good ideas to explicitly support children as they participating in, and learn from, lively and robust mathematical discussion.


Carrie Tzou and Colleagues Receive National Science Foundation Grant to Design and Study a Badge System that Leads to College Credit at UW Bothell

The University of Washington Bothell is partnering with three of the premier informal science education institutions in the Washington State Puget Sound area: the Pacific Science Center and the Future of Flight, and in the latter half of the project, the Seattle Aquarium, to design and study a badge system that leads to college credit at the University of Washington Bothell. Badge systems are emerging, especially in the realm of digital learning, as mechanisms to award learning and achievement in areas outside traditional accountability system of schools. However, much remains to be learned about how to best integrate them with learning programs, how to assess learning associated with badges, and how badges can lead to various trajectories of identity formation while in the pursuit of personally relevant goals (Pinkard & Schmidt, 2011, Bell, et al, 2009). Institutions of higher education are also beginning to award badges for MOOCs (massive open online courses) and informal science education institutions are beginning to award badges for participation in their programs (e.g., Smithsonian Quests). These efforts, however, reflect mainly independent paths. A badge system successfully integrated with early college credit could open new pathways for high school-to-college transitions for students with STEM interests.

First in Our Families - a digital storytelling experience

At UW Bothell, nearly half of all first year students are also first generation students. They, along with their families, are allowing faculty and staff to help them shape their future and the future of generations to come. It goes both ways though, as each first generation student lends to the exceptional educational experience by adding a unique voice to discussions, classwork and projects.

At times though, being a first generation student can come with its own set of stresses and barriers. It helps to see that there is someone else who has dealt with those stresses and broken through similar barriers.

UW Bothell Education professor Jane Van Galen is a first generation student whose research focuses on social class and social mobility through Education. She started "First in Our Families," a digital storytelling experience intended to inspire and support first generation students. "I've been teaching and researching digital storytelling for several years," she says. "It seemed an excellent match to use this medium for first generation students to tell stories of being first."

Click here to go to the "First in Our Families" website and to watch each digital story.

Joshua Kwon, a student teacher at Mariner High School in Everett, is willing to try just about anything to encourage his students to care about math. He performs card tricks for a quick lesson on probability. He adds music to his math lessons. And more and more, he turns to technology.

"Ever since elementary school, these students have had cell phones," says Josh, who's getting his master's degree in Education at UW Bothell and has a Mathematics degree from the UW. "Because they're in a world where technology is so prevalent, why not use it to our benefit to engage them?" Read article

Jeff Utecht, who has worked for years in International Schools and now travels the globe doing ed tech consulting, recently visited Jane Van Galen's seminar/ tech class. Jeff worked with students on critical thinking and Google tools.

Jeff runs several global on-line professional development projects including COETAIL:
www.coetail.com and blogs at www.thethinkingstick.com


Wayne Au, Associate Professor in the Education Program, has been appointed to chair the University of Washington Bothell Diversity Council by Chancellor Wolf Yeigh. The Diversity Council was established in 2009 as a major priority of the 21st Century Campus Initiative strategic plan to enhance campus commitment to diversity and inclusiveness.

As he assumes leadership of the Diversity Council, Au will also chair the search committee for a newly created position at UW Bothell, the Director of Diversity and Campus Engagement. That search will begin in 2014. Read more.

Winter Quarter 2014

Start improving your teaching and reach your English Language

B EDUC 541 - Second Language Acquisition, Bilingual Education, and the Structure of English - (5 cr)

• Wed. 5:45-9:45 p.m.
• Register for SLN: 20469
• Instructor: Dr. Karen Gourd

Course Description
Provides the theoretical and research foundation to support educational practices and policies that support the needs of English language Learners (ELL). Topics will include research, practice, and connections between language, literacy, cultural traditions, identity and education in preparation for teaching ELLs in general education or classes specifically for ELLs.

B EDUC 541 - Second Language Acquisition, Bilingual Education, and the Structure of English can be used towards a Master of Education degree and/or earning an ELL endorsement in Washington State from UW Bothell.*  This course is appropriate for any
educator working with non-native English language speakers.

Email: educationprogram@uwb.edu for more information or visit our website.