Teaching, Learning and Behavior

Researchers at the Kansas University Center on Disabilities and special education colleagues are publishing a series of studies in a special journal issue detailing the successes and challenges of two evidence-based practices to help autistic students make the transition from high school.

In a new article, Lacey Wade and Jeff Holliday, assistant professors of linguistics at the University of Kansas, reveal that Kansans associate Kansas speech with “unaccentedness,” while non-Kansans associate Kansas speech with Southern-accented voices.

A book chapter co-written by University of Kansas researcher Dallas Doane documents the experiences of first-generation higher education professionals who transition to faculty roles while highlighting the strengths people in the experience naturally bring.

Women make up a majority of teachers and education professionals, but they are underrepresented in school leadership roles. A new book by KU scholars aims to help women anticipate the challenges to advancing and advocate for themselves to take on such roles.

The new book “News Desert U” examines six university community partnerships in which faculty and students produce news for communities that have lost coverage. The book’s authors, including a University of Kansas journalism faculty member, explore lessons learned and argue for more support from universities to faculty who are leading such efforts.

A University of Kansas-led initiative has received a $2 million award from the National Science Foundation’s Scholarships in Science, Technology, Engineering and Mathematics (S-STEM) program to expand educational opportunities for low-income students pursuing careers in computing, engineering and emerging technology fields.

New Roots is a Kansas City-area program that works with resettled refugees, immigrants and English language learners to learn sustainable practices to start agribusinesses. Research from the University of Kansas found the program boosts the mental and physical health of participants while they connect with community, benefiting both the farmers and the areas they serve.

Melissa Green-Blye of KU is principal investigator of two grant projects that will train students to boost Indigenous representation in news media. They will work to build partnerships with students at Haskell Indian Nations university to build journalism networks that move beyond "problem of the day" coverage of topics like mental health for young people.

KU’s Department of Educational Leadership & Policy Studies presented to the Kansas State Board of Education on July 14 in Topeka, one of two Regents universities selected to speak on how the state trains school and district leaders.

Researchers at the University of Kansas have documented an approach that helps educators address the “know-do gap.” The gap is when teachers and schools know a practice will benefit the students but it is difficult to get started for any number of reasons. The practice helps anticipate obstacles, plan for them and deliver new practices for students.