As a student in the School of Education, you will have numerous opportunities to engage with our faculty on major teacher education initiatives that impact children, schools and communities.
Project RITER (Rhode Island Teacher Education Renewal – total amount: $7,556,403; $1.5 million per year) is a partnership composed of all 8 approved teacher preparation programs in Rhode Island (Brown University, Johnson and Wales, Providence College, Rhode Island College, Rhode Island School of Design, Roger Williams, Salve Regina, University of Rhode Island), the Arts and Science faculties at these institutions, 4 high need school districts (Central Falls, Newport, Providence and Pawtucket), the 2 state education agencies (Rhode Island Department of Elementary and Secondary Education and Rhode Island Office of Higher Education) and a business partner (TBA Consultants). This proposal represents a commitment to build on current efforts to reform teacher education to strengthen the preparation of the next generation of Rhode Island teachers. Project RITER is designed to increase the knowledge of subject matter, the ability to integrate technology into instruction, and the knowledge of diverse communities and effective strategies for working with students from poverty, English Language Learners, and students with disabilities.
Pete Adamy, David Byrd, Prinicipal Investigators
Center for Education Research and Reform at the University of Rhode Island is dedicated to the continuous improvement of educational and community settings. For more than twenty years our work has provided information for decision-making to promote the growth and healthy development of all children. We work in partnership with schools, other universities and foundations, as well as federal, state and community agencies across the nation. Our work supports and assists schools and communities in their efforts to provide equitable, highly effective, and developmentally appropriate education and community-based services to all children, youth, and families. Over the past decade we have worked with more than 3,000 schools in over 20 states, involving more than 1,000,000 students, 100,000 staff members, 95,000 parents, and 3,000 administrators.
Participation in the proposed restructuring of Central Falls High School was announced in the Governor’s State of the State address before the General Assembly. This led to a formal contract agreement between URI, the Rhode Island Department of Education, and the Central Falls Board of Trustees to improve educational performance and to form a University Academy between URI and the high school.
The School of Education, with the support of the Governor, has been granted over 5.7 million dollars by the Rhode Island Legislature to ensure teacher education students have consistent access to current hardware, software, and models of effective use of technology for instruction.
Our accrediting association, the National Council for Accreditation for Teacher Education (NCATE), has renewed our accreditation and named us as one of 11 institutions with exemplary teacher education program reports.
Reading First Partnership with Rhode Island Federation of Teachers and Health Professionals (RIFT), Rhode Island Department of Education, and the School of Education at URI provides professional development to teachers, administrators, and literacy coaches from Rhode Island’s Reading First Schools (over 400 + teachers per year participate).
The Rhode Island Teachers in Technology Initiative (RITTI) is a partnership between the Rhode Island Department of Education, the University of Rhode Island, and the Rhode Island Foundation. The RITTI Partnership was formed to provide laptop computers, training, and continued technical support to 2,400 public school teachers – 25% of all teachers in the state of Rhode Island.
Carolyn Michaud, Principal Investigator
The Change Associated with Readiness, Education and Efficacy in Reform Science (CAREERS) project, is supported by the National Science Foundation (NSF – $2.25 million award) is engaged in research on elementary science education. This project’s multidisciplinary team examines factors that contribute to high quality science teaching in elementary classrooms. Through the longitudinal study following preservice teachers’ progress using inquiry approach to teaching science in elementary classrooms, this research identifies the materials and mentoring necessary to support teachers implementing science reform.
Betty Young, Principal Investigator
The Guiding Education in Math & Science Network (GEMSNET) project was initially funded by the Eisenhower Higher Education Grants and the National Science Foundation, this project continues, with district funding for 9 years (total funding since inception in 1995: $3,046,733). GEMSNET provides high quality professional development in support of the use of a common inquiry-based elementary and middle school science curriculum for nearly one third of Rhode Island school districts. The project focuses on building teacher leadership throughout participating districts with Teachers-in-Residence and the development of school-based Teacher Leaders.