A new book by Walter Feinberg and Richard A. Layton examines the academic merits and complexities of teaching religion curricula in public schools. Feinberg is professor emeritus in the College of Education. Layton is a professor of religion in the College of Liberal Arts and Sciences.
More than 40 years after the U.S. Supreme Court struck down sponsored prayer and scripture readings in the nation’s public schools, the role of religion in education remains a sharply divisive topic in many communities.
Public schools service learning projects often fail at inclusiveness, marginalizing students with disabilities from full, meaningful participation, according to a new paper by Jay Mann, the director of the Office of Clinical Experiences in the College of Education. Michelle Bonati, graduate student, left, and Stacy Dymond, a professor of special education at Illinois collaborated on the research.
Service-learning projects have become popular in U.S. public schools for teaching citizenship values. However, these curricula may be failing at their civic mission by promoting narrow views of civic engagement and marginalizing people with disabilities, say experts in special education at the University of Illinois and the University of Maine.
A new monograph, co-edited by Michaelene Ostrosky, an expert in early childhood special education at Illinois, presents research-based practices that families, teachers and practitioners can use to address and prevent problem behaviors.
Preschoolers who engage in challenging behaviors – patterns of behavior that interfere with learning and social interaction – are at increased risk of academic failure and peer rejection, among other poor outcomes.
Officials from Jiangxi Normal University in Nanching, China, and the University of Illinois will sign an agreement establishing a Confucius Institute at the Urbana campus during an event Thursday (Nov. 14).
Private and charter schools may not be as educationally effective as policymakers and school-choice advocates are leading Americans to believe, according to research by education professors Christopher and Sarah Lubienski. Their studies are explored in a new book, The Public School Advantage: Why Public Schools Outperform Private Schools.
A new book challenges popular assumptions about the superiority of private-school education and raises questions about the political imperatives behind current school-reform and policy initiatives that are based on market theory.