The College of Education’s donor-funded Professional Development Program is helping graduate students take important steps toward their future careers. Abbie Sanders, a doctoral candidate in Prevention Science, was able to present her paper Social Networks and Parents’ Early Reentry Outcomes at the annual American Psychology Law Society meeting after receiving professional development funds.
A new study has revealed a powerful truth about college success: students who feel they truly belong on campus are significantly more likely to earn their degrees. Co-author, Maithreyi Gopalan, PhD, of the University of Oregon, urge colleges to implement standardized, multi-item tools that measure belonging over time.
Many California students remain classified as English learners despite demonstrating fluency. A new study by Associate Professor Ilana Umansky, PhD, and QRME doctoral student Havisha Khurana provides key evidence supporting reforms to California’s English learner reclassification policies.
A new $20 million grant from the U.S. Department of Education will bolster the University of Oregon’s longstanding national leadership in transition services for youth with disabilities. The funding for transition services reflects the university’s expertise in special education.
The HEDCO Institute for Evidence-Based Educational Practice Undergraduate Scholars Program gives future educators and researchers a hands-on look at research and knowledge mobilization while they are undergraduates at the University of Oregon.
HEDCO Institute researchers Elizabeth Day and Sean Grant had the opportunity to brief the Alaska Senate Education Committee on Monday, Jan. 26, 2026, sharing key findings from recent meta-analysis on four-day school weeks. As school districts across Alaska explore whether to shift to a four-day schedule, many are looking to ground their decisions in rigorous, reliable evidence.
A UO study, which analyzed 18 previous studies, found a 76% chance that number board games improve early numeracy skills in children. Gena Nelson, PhD, one of the report's authors, highlighted that even brief play sessions with linear-number board games can significantly enhance foundational math skills.
Nicole Giuliani, PhD, and Nichole Kelly, PhD, sat down with OregonNews for a conversation about what we miss by focusing too much on weight and how we can reframe dieting or weight goals to support a more holistic view of both mental and physical health.
As suicide rates for youth and young adults have increased over the past two decades, K-12 school systems have become an increasingly essential setting for providing comprehensive suicide prevention to youth. Read the article by John Seeley, PhD, COE's Associate Dean for Research, and Jonathan Rochelle, PhD, Research Associate, Suicide Prevention Lab, University of Oregon.
The HEDCO Institute for Evidence-Based Educational Practice just published this parent and practitioner friendly summary on the effectiveness of using number board games to increase children's math skills. Check it out!
