Contrary to popular belief, minority children are not overrepresented in special education classrooms and are actually less likely to be diagnosed with and treated for disabilities than white children with similar academic achievements, behaviors and economic resources, according to new research co-authored by George Farkas, professor of education at UC Irvine.
George Farkas, UCI Distinguished Professor of education, has been named co-PI for a two-year, $500,000 Institute of Education Sciences grant that will analyze special education services. The team will examine data from the 1998 and 2011 Early Childhood Longitudinal Studies, as well as seven National Assessment of Education Progress reports dating back to 2003. In […]
Focus will be on identifying best teaching practices in middle, high school classrooms
Pioneering UCI program celebrates 10 years of training and certifying students to administer K-12 after-school care
English learners receiving ‘cognitive strategies’ instruction got higher test scores
Children with better academic and behavioral functioning when they start kindergarten often have better educational and societal opportunities as they grow up. For instance, children entering kindergarten with higher reading and math achievements are more likely to go to college, own homes, be married and live in higher-income neighborhoods as adults. A new study points to the […]
Ineffective methods are more apt to be used by teachers of math-challenged students
Irvine, Calif., June 26, 2014 – First-grade teachers in the U.S. may need to change their approach to improving the math skills of students who struggle with the subject, according to new research co-authored by UC Irvine education professor George Farkas. The study revealed that teachers in classrooms with higher percentages of math-challenged students are actually more […]
One year of Head Start can make a bigger difference for children from homes where parents provide less early academic stimulation, such as reading to them, encouraging them to recognize and pronounce letters and words, and helping them count. Showing parents how they can assist their children with reading and counting may also be beneficial. Those are the conclusions of a new study by UC Irvine researchers that appears in the current issue of the journal Child Development.
Experts on everything from reconstructing the human hand to interpreting the U.S. Constitution have joined the UC Irvine faculty in the last year.