• Read more about Faculty publication roundup, October 2021

This month, Leanna Archambault and Wilhelmina Savenye explore the informal learning experiences of members of a Facebook group; Geoffrey D. Borman tests the efficacy of an intervention to buffer students from stereotypes and mitigate the racial suspension gap; Sherman Dorn writes about violence in schools; and more.

Leanna Archambault, associate professor; Wilhelmina Savenye, Professor Emeritus

• Article (co-authors): Parents Caring, Sharing and Learning Together Online: An Examination of Information Seeking and Learning Strategies Utilized in an Online Health-Related Support Group, The Journal of Applied Instructional Design, September 2021

• Read more about What post-pandemic schools could be

The pandemic upended nearly every aspect of education. Schools closed, parents were forced into an educator role without adequate training and educators scrambled to envision teaching during a pandemic. This time of uncertainty has led many in education to re-examine existing practices and use the moment as an opportunity for change.

• Read more about MLFTC awarded over $16M in grants

• Read more about Why is it sometimes easier to become a teacher than get a driver’s license?

In many states, it’s easier to become a teacher than a licensed driver. That needs to change, says Sarah Beal, executive director of US PREP National Center, the University School Partnerships for the Renewal of Educator Preparation.

• Read more about In the news: Do K–8 school rankings tell the whole story?

For the first time, U.S. News & World Report is ranking the nation’s elementary and middle schools to go along with its annual ranking of high schools and colleges. But unlike the high school and college rankings, which are national, the new K–8 rankings are categorized at the state, district, charter and magnet levels. This means these rankings are based, almost entirely, on standardized tests.