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How Schools and Classrooms Shape Learning and Development

Event Type
academic success, ci, coaching, development, diversity, education, educational psychology, education policy, leadership & organization, epol, epsy, equity, professional development, sped, students, teaching and learning, workshop
School of Social Work, College of Education, Interdisciplinary Health Sciences Institute, and Center for Prevention Research and Development
School of Social Work, Room 2015 1010 W. Nevada St, Urbana
Nov 14, 2019   4:00 - 5:30 pm  
Dr. Camille Farrington
Dr. Kevin Tan
Originating Calendar
College of Education Events

Dr. Camille Farrington will present "How Schools and Classrooms Shape Learning and Development." Young people spend much of their days in schools and classrooms. How might these learning environments best provide positive experiences to support students’ learning and development? How and why might students within similar contexts have very different experiences by race, gender, or other social identities– and what then are the implications for educators? This keynote address will draw from research syntheses and student and teacher surveys to examine how young people make sense of daily schooling experiences, and how teacher practices and classroom environments shape students’ beliefs, behaviors, performance, and development. 

Camille A. Farrington is a Senior Research Associate at the Consortium on School Research, University of Chicago. She is also the Director of the Equitable Learning and Development Group. Her work focuses on adolescents and achieving equity in American high schools. Dr. Farrington is a national expert on academic mindsets and the measurement of psycho-social factors in academic settings. Her publications include: Teaching Adolescents to Become Learners: The Role of Noncognitive Factors in Shaping School Performance (2012); Failing at School: Lessons for Redesigning Urban High Schools (2014), and Foundations for Young Adult Success: A Developmental Framework (2015). She holds a Ph.D. in Policy Studies in Urban Education from the University of Illinois at Chicago, and draws from fifteen years’ experience as a National Board Certified public high school teacher, teacher mentor, and school administrator.

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