Advice for Parents: Talking to Kids About COVID-19

Below is a blog post from the University of Kentucky College of Education Department of Educational, School and Counseling Psychology’s Candace Hargons about best practices when talking to your kids about COVID-19. In these unprecedented and trying times, most of us are having to manage our own fears and concerns about how we want to live through the COVID-19 pandemic.

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Julian Vasquez Heilig | Connections | KET teaser

KET PBS Host Renee Shaw welcomes Julian Vasquez Heilig, Dean of the University of Kentucky’s College of Education. He came to UK in 2019 from California State University where he was a Professor of Educational Leadership and Policy Studies. Dean Vasquez Heilig has been an author or co-author on nearly 50 peer-reviewed journals and written extensively on a range of

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A field engagement strategy for COVID-19: How to adapt teacher education in this crisis environment

Our University of Kentucky College of Education leadership team has been communicating nearly around the clock via meetings, texts, calls etc. the last few weeks to respond to the Covid-19 crisis. Our leaders, faculty and staff have sought to be innovative to address the challenges of teacher education in this crisis. Margaret Mohr-Schroeder, UK College of Education Professor & Associate

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International March of Living: Solidarity and Remembrance with my Jewish Brothers and Sisters

I was honored to be asked by Professor David Machlis to join the College of Education Deans’ mission to Poland for the annual International March of the Living to visit historically significant holocaust sites with survivors and citizens from around the world in April of 2020. The march is at the same time as the American Educational Research Association (AERA)

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Inequitable Opportunity to Learn: Student Access to Certified and Experienced Teachers

I gave a keynote for the Tucson Urban League yesterday and one of the topics of discussion was the persisting inequality in teacher quality for low income and students of color. On cue, The Learning Policy Institute (LPI) has released Inequitable Opportunity to Learn: Student Access to Certified and Experienced Teachers authored by Jessica Cardichon, Linda Darling-Hammond, Man Yang, Caitlin

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