The Lynch School of Education is a community of scholar-practitioners, committed to applying scholarship and knowledge to problems of consequence.
Here you will find a snapshot of recent research initiatives and grant awards.
Knowledge at Work for Good research publication
$720K Grant Boosts Student Support in Catholic Schools
A $720,000 grant from the Better Way Foundation will bolster a successful student support program developed by Lynch School researchers through Boston Catholic Schools Connects and expand it into early education programs of 15 Boston Catholic schools. More >> (scroll to page 3)
APA Presentations
A strong representation of Lynch School faculty and students presented innovative research at the 117th Annual Convention of the American Psychological Association in Toronto, Canada. Faculty and students were also honored for their work in the field. More >>
Teachers for a New Era
Boston College is one of only 11 institutions to receive a Teachers for a New Era grant from the Carnegie Corporation. The $5 million grant, matched by the University, supports extensive new research efforts at the Lynch School, in collaboration with the College of Arts and Sciences and Boston-area school-based professionals.
Early Intervention Collaborative Study
The Early Intervention Collaborative Study is a longitudinal investigation of approximately 190 children with developmental disabilities (Down syndrome, motor impairment, developmental delay) and their families.
NSF Awards Lynch School $1.5M
The NSF has awarded nearly $1.5 million to the Lynch School for the Urban Ecology Institute to implement and research the effectiveness of a science and technology focused college bound program for urban youth. More >>
TIMSS and PIRLS Awarded More Than $11.5M for 2011 Study
The TIMSS & PIRLS International Study Center has been awarded more than $11.5 million to conduct TIMSS 2011, the latest in a continuing series of international studies of student achievement in math and science. More >>
Vocabulary Development Study
Patrick Proctor, assistant professor in the Teacher Education, Special Education, and Curriculum and Instruction Department, has received a three-year grant from the Institute of Education Sciences to conduct a longitudinal study of vocabulary development and its relationship with instruction. More >>
PUBLICATIONS
The Fourth Way
The Fourth Way, authored by Prof. Andy Hargreaves and Prof. Dennis Shirley, offers a plan for educational reform that reflects research on traditional methods and new findings from successful school initiatives around the world. More >>
The Mindful Teacher
Prof. Dennis Shirley and BPS teacher Elizabeth MacDonald have written about their innovative partnership to help teachers become more mindful of the many dimensions of their pupils learning. The Mindful Teacher provides core principles for the renewal of teaching as a vocation and for the flourishing of public schools. Published by Teachers College Press. More >>
Social Networking on Campus
Lynch School Educational Administration and Higher Education Professor and Department Chair Ana Martinez Aleman and Higher Ed doctoral student Katherine Lynk Wartman have published a new book entitled Online Social Networking on Campus. The book provides insight into the ways students use social networking sites such as Facebook, Live Journal, and Web Shots as avenues for socializing. The authors also offer guidance in averting ethical conflicts that can arise when students share personal information over the Internet. More at routledge.com.
Bruce, S., Pike-Parnell, & Zayyad, M. (2008). Assessment and instruction of self-recognition. TEACHING Exceptional Children, 41(1), 36-41.
Malloy, P. in collaboration with Bruce, S. (2008). The path to symbolism. Monmouth, OR: National Consortium on Deaf blindness (NCDB), The Teaching Research Institute, Western Oregon University.
Cochran-Smith, M., Barnatt, J., Lahann, R., Shakman, K., & Terrell, D. (2008). Teacher education for social justice: Critiquing the critiques. In W. Ayers, T. Quinn & D. Stovall (Eds.), The handbook of social justice in education. Philadelphia: Taylor and Francis, pp. 625-639.
Cochran-Smith, M. (2008). “The New Teacher Education in the United States: Directions Forward.” Teachers and Teaching. Taylor and Franics, 14(Nos. 4 & 5): August-October: 270-292.
Furlong, J., Cochran-Smith, M., & Brennan, M. (Eds.) (2008) Special issue on “Politics and Policy in Teacher Education: International Perspectives” of Teachers and Teaching. Taylor and Franics, 14(Nos. 4 & 5): August-October.
Dudley-Marling, C. (2008). Home-school Literacy Connections: The Perceptions
of African American and Immigrant, ESL Parents in Two Urban
Communities. Teachers College Record Volume 111 Number 7, 2009, http://www.tcrecord.org ID Number: 15307
Kenny, M., Horne, A.M., Orpinas, P., & Reese, L.E. (2008). Realizing Social Justice: The Challenge of Preventive Interventions. American Psychological Association.
McQuillan, P.J. & Salomon-Fernandez, Y. (2008). The Impact of State Intervention on 'Underperforming' Schools in Massachusetts and Implications for Practice. Educational Policy & Analysis Archives.
Páez, M.* (2008). English language proficiency and Bilingual Verbal ability among Chinese, Haitian and Dominican immigrant students. /Equity & Excellence in Education//, 41/(3), 311-324..
Rinaldi, C. & Samson, J. (2008). English language learners and response to
intervention: Referral recommendations. Teaching Exceptional Children,
40(5), 6-14
Rinaldi, C. & Samson, J (2008). English language learners and response to intervention: Referral recommendations. In A Collection of Articles from Teaching Exceptional Children (pp. 119-134). Arlington, VA: Council for Exceptional Children. (Reprints)
David Scanlon, Karyn Saxon, Molly Cowell, Maureen E. Kenny, Leyla Gualdron-Muhrib, and Maryam Jernigan (2008). Urban Adolescents’ Post-School Aspirations and Awareness. Remedial and Special Education
Stevens, L. P., Jefferies, J., Brisk, M. E., & Kaczmarek, S. (2008). Linguistics and science learning for diverse populations: An agenda for teacher education. In K. Bruna & K. Gomez (Eds.), Talking science, writing science: The work of language in multicultural classrooms, pp. 291-315. New York: Heinemann.
Stevens, L. P. (2008). Para una alfabetización crítica en Australia. Cuadernos de Pedagogía, 374, 54-58.
Federal and University regulations require that all faculty, staff, and student research projects involving human participants and/or materials of human origin be reviewed and approved by the University Institutional Review Board before initiation. more >>