Here’s What’s Happening in Ed Studies

Introduction to key issues and debates in the U.S. public education system with a focus on the nexus of education theory and research, policy and pedagogy. The course emphasizes social, scientific, economic, and political forces that shape approaches to schooling and education reform, and it includes theoretical and practical perspectives from practitioners, policymakers, and scholars.

This course isfirst in a sequence including Theory and Practice of Early Childhood Education (CHLD1270) and Language Literacy and Play (CHLD 1280). This course provides a theoretical base in child cognitive, social, and emotional development and tools to sensitively and carefully observe infants and young children. This course assumes it is not possible to understand children without understanding families and culture, and parent-child relationships. The course overview includes major theories in the field, focusing on the complex interaction between the developing self and the environment, exploring current research, theory, and practice. Students have the opportunity to see how programs for young children use psychodynamic and interactional theories to inform curriculum development. 

Examination of the historical development and politics of the “culture wars” with a focus on how battles over the “soul of America” have focused on the American education system. Conflict over “American values” issues like patriotism and religion are compounded by legal battles over federal funding, parental rights, and school choice. Study of interdisciplinary readings from law, political science, history, and education studies.

The structure of linguistic knowledge and how it is used during communication. The principles that guide the acquisition of this system by children learning their first language, by children learning language in unusual circumstances (heritage speakers, sign languages) and adults learning a second language, bilingual speakers. The processing of language in real-time. Psychological traits that impact language learning and language use. 

Drawing on scholarship from “abolitionist university studies” and “critical university studies,” this course is dedicated to studying the university as a central institution of contemporary life. Over the course of the semester we explore the university as a(n) economic and political formation that all people are in relation to regardless of their institutional (non)status as students, neighbors, faculty, community organizers, artists, staff, etc. Through our engagement with scholarship, organizing guides, and cultural productions, we examine the conditions that grant the university its unique position in the fabric of the social world. In doing so we pay close attention to the institution’s historical and ongoing entanglements with the projects of antiblack violence, settler colonialism, and corporate capitalism. We also study institutional and social movements of the past and present to demonstrate how actors challenge, refuse, and subvert the violent mechanisms of the university. In taking up abolitionism as a primary method and analytic, this course challenges students to reflect on their relation to the university and imagine the possibilities for an abolitionist alternative.

This course offers an introduction to the transnational history of education in relation to the historical development of the U.S. empire both at home and abroad. By bringing together topics often approached separately—immigration, education, race, colonialism, and the history of U.S. empire—we interrogate the ways that education has been mobilized to deploy power: controlling knowledge, categorizing and policing differences, administering unequal paths to citizenship/belonging, forcing assimilation, promoting socio-economic divides, and asserting discipline and control.

Exploration of societal decisions about where children under the age of five spend their days. Topics include where young children belong; how to regulate, pay for, and support child care arrangements; consideration of gender, race, and family finances; and the profound impact of these decisions on the well-being of children, families, and the economy. Assignments draw heavily on student insights and reflections.

Around the world, education is one of the central institutions of society, developing the next generation of citizens, workers and individuals. How do countries balance these competing priorities? In which ways do countries converge on policies, or develop novel approaches to education? Through the course, students learn the a) impact of colonialism on contemporary education systems, b) the competing tensions of the demands of citizen and worker and c) how a variety of educational policies are impacted around the world and their impact on diverse populations of students.

Though education policy is typically viewed as a state and local issue, the federal government has taken a significant role in shaping policy since the end of World War II. The centralization of education policy has corresponded with changing views in society for what constitutes an equitable educational opportunity. This class is divided into three topics: 1) the federal role in education broadly (K-12) and the accountability movement in K-12: from the No Child Left Behind Act to the Common Core State Standards (and cross-national comparisons to US schools), 2) federal role in higher education, and 3) the education industry (teachers unions and think tanks).

Analysis of the most significant challenges faced by the United States educational system, drawing upon research from a range of academic disciplines to understand how schools and districts operate and why certain educational challenges persist, sometimes over multiple generations of students. Students will study successful educational improvement efforts to better understand the political and organizational strategies necessary to improve student experiences and outcomes at scale, as well as the leadership practices necessary to successfully implement and sustain such strategies.

Alternative approaches to teaching and learning extend from preschool to university. These alternative approaches include student-centered learning through extended projects emphasizing student autonomy and choice, hands-on materials, and learning outdoors. Through readings and school observations in sites around New Haven, the course examines Freire’s critical pedagogy, Indigenous approaches to education both past and present, Dewey & Progressive Education, Montessori, place-based learning and forest schooling, home schooling, and alternative approaches to university pedagogy.

The Yale Disability Studies Community Working Group is a cross-campus community of faculty, staff, undergraduates, and graduate students whose work engages disability studies. DSCWG was started with the aim to bring together the vibrant work happening across campus around disability studies, and to build intellectual and social community together. All are welcome. 

Although the first meeting has passed, the Working Group will meet three more times this semester, each from 4-5:30 on Thursday, February 19th; Thursday, April 2nd; and Thursday, April 30th. The meetings will be hybrid, occurring both on Zoom and in-person in the SAS Conference Room, located at the Yale Office of Student Accessibility (35 Broadway, Room 222). Join the zoom here. 

Jayshree Periwal International School in Jaipur, India is seeking volunteers and interns interested in working with and teaching high school students. The opportunity includes free housing and meals. 

To learn more about the school, go to their website jpischool.com. To apply, send your resume to akapoori@jpischool.com. 

Ringle is a tutoring platform that connects tutors from top universities with Korean professionals who want to improve their English. The opportunity is remote, has a flexible schedule, and pays up to $20 per 40-minute lesson. Learn more and sign up here. Reach out to robin.dudley@yale.edu with any questions. 

The NHA Student Success Tutoring Program is seeking math and literacy volunteers to support their virtual one-on-one tutoring sessions. The program focuses on data-driven tutoring to boost reading and math proficiency and bridge the achievement gap for housing students in Grades K-5 who do not have access to individualized support otherwise.  If you are interested in participating or have further questions, contact mcraft@norwalkha.org to learn more. 

The AI Sovereignty Symposium is seeking a part-time undergraduate student, ideally with an interest in educational equity, social policy, and community organizing to help organize their Spring ‘26 symposium. The AI sovereignty symposium explores how artificial intelligence can be reimagined to serve the values of diverse global communities. The symposium will serve as a bridge between Yale’s AI researchers and New Haven’s immigrant and refugee communities to create new participatory learning environments where non-experts can shape the future of technology. This opportunity is funded through Dwight Hall.

Apply here. Questions can be directed to topher.allen@yale.edu. 

The Connecticut Institute for Refugees and Immigrants’s Youth Team is launching a new afterschool program for refugee and immigrant youth in the New Haven area. They are looking for volunteers to provide English language tutoring, homework help, and college readiness for middle and high school students. They are also seeking volunteer drivers to transport students to and from the program. The program meets weekly from 3:30 to 6 at Yale’s MENA Cultural Community (305 Crown Street). Contact michelle.lee.mel99@yale.edu with any questions. Learn more and apply here. 

The Yale Institution for Social and Policy Studies (ISPS) is funding undergraduate student research under its Democratic Innovations program. This can include research funding for senior theses, term papers, summer research, or other independent student research activities. Under this program, students who have research proposals about innovative democratic governance can submit proposals to receive up to $2,000 in research funding. Application instructions and additional information can be found here. Please email any questions to Professor Josh Kalla, the Democratic Innovations Faculty Coordinator, at josh.kalla@yale.edu. Proposals will be reviewed on a rolling monthly basis subject to available funding. To be considered, proposals must be submitted by the 10th of each month.

The Rising Tide Educators Internship Program is a fully remote, cohort-based experience focused on disability support in higher education. Interns engage in supervised, competency-based work that combines direct student support, instructional design, and reflective practice. The program emphasizes skill development in areas such as executive function coaching, educational equity, and disability policy, while allowing participants to tailor their experience through specialized projects.

Internships are available for undergraduate, graduate, and doctoral students. The undergraduate internship lasts 12 weeks, and is intended to be completed during the semester. Learn more at their website here. Reach out to Dr. Julie Loppacher, executive direction, at jloppacher@risingtideeducators.org or  connect@risingtideeducators.org with any questions. Applications are accepted on a rolling basis. 

Yale Citizens Thinkers Writers is a free two-week residential summer program and year-long fellowship program for students from New Haven public schools who want to think deeply about fundamental human questions in a college setting. Residential Teaching Assistants (RTAs) provide mentorship, lead small breakout groups, organize supplementary workshops, help students with the analytic reading and writing skills essential for success at college, and facilitate a positive learning environment and community. RTAs receive full room and board from June 26-July 11th (the CTW summer intensive runs from June 28-July 10) plus a stipend and are paid hourly throughout the 2026-27 academic year.

Learn more and find the link to apply here. 

The National Coalition on School Diversity is a cross-sector network of 50+ national civil rights organizations, research centers, and state/local coalitions working to expand support for school integration. They are seeking summer Education Policy Interns to assist with multi-level legal and policy analysis on the federal, state, and local level. They will additionally provide research and writing support for NCSD’s legislative and regulatory advocacy, track and synthesize social science research, help with NCSD’s outreach and organizing efforts, and contribute to event planning and other programming. The internship is remote with the option to visit their office in Washington D.C. Review the full posting and application instructions here. Reach out to Director Gina Chirichigno, gchirichigno@prrac.org with any questions.  Applications are accepted on a rolling basis. 

Circle Match is currently accepting applications for our summer fellowship intended for students who are interested in the college accessibility and nonprofit startup landscapes. Circle Match is a college advising nonprofit organization that was founded by Michael Sanchez (YC ’23 and former member of the Yale Education Studies Scholars program). The organization identifies driven students from low-income communities and empowers them to uplift their hometowns through the college application process and beyond. 

Interested in joining us? Linked here is the application. We are accepting applications on a rolling basis with a priority deadline set for March 17th. For more information or if you have any questions, please reach out to m.sanchez@circlematch.org 

NIRMAN is an education and arts organization based in Varanasi, India. They design immersive, academically grounded study abroad experiences for students who want to deepen their understanding of South Asia through lived, meaningful engagement. This program offers interdisciplinary academic courses alongside short-term and semester-length study options, with full support for admissions, travel, housing, and on-site mentorship. Students engage deeply with local communities through guided cultural immersion and community-based learning experiences. Program options include Art, Language Studies, Anthropology, Religion, History, Education, and Gender Studies. They also offer an internship program to support NIRMAN activities.

Reach out to Manager Neha at nehashah.nirman25@gmail.com with any questions. Learn more about NIRMAN Study Abroad here and the internship program here. 

The Englewood Public School District in Englewood, New Jersey has openings for certified teachers in Special Education and Biology. Yale College alumni are encouraged to learn more and apply for their positions here. Additional information about their Human Resources department can be found here. 

Reach out to nfarias@epsd.org with any questions. Applications will be accepted on a rolling basis. 

Education Resource Strategies (ERS) is currently accepting applications for the Analyst Consultant position, a full-time position based in the Boston, MA area with a start date in Fall 2026. ERS is a national non-profit consulting organization that directly partners with state and district leaders to enhance outcomes for students in public K-12 education. They seek to empower school system leaders to make transformative shifts in resources (time, people, money), structures, and practices, with a goal of ensuring long-term financial sustainability, enhancing teacher retention, and directing resources to students with the highest needs.

To learn more about open positions, visit the website here or reach out to education studies alum Alan Gao (YC’24) at agao@erstrategies.org. Apply here. Applications are accepted on a rolling basis. 

The Elm City Montessori School is currently accepting applications for a full-time classroom assistant and a part-time substitute teacher. The Elm City Montessori School is New Haven’s first Montessori school. It is public, and serves racially and economically diverse New Haven public elementary schoolers in PreK-3 through 8th grade. Learn more and apply here. Reach out to david.weinreb@elmcitymontessori.org with any questions. Applications are accepted on a rolling basis. 

LEAP Major Gifts + Foundation Relations Manager and Communications Coordinator Openings

LEAP is based in New Haven and works with low-income local children, teenagers, and youth adults to provide them with free academic and employment supports, social enrichment, and leadership development. Learn more and apply to each of these opportunities here. All applications are accepted on a rolling basis. 

Major Gifts + Foundation Relations Manager

This role is geared for those interested in building authentic relationships that inspire major philanthropy, managing 70-100 donors and institutional funders. The opportunity is hybrid, and requires a minimum of 5 years of major gift experience. 

Communications Coordinator

The role is geared toward those interested in storytelling through words, visuals, and social media, acting as LEAP’s key social media representative across all platforms. They are seeking a candidate with strong aesthetic instincts and thrive on creating engaging content. The opportunity is hybrid and suited for those with a range of experiences.

Grant Writer Position

LEAP is seeking a creative, highly organized, detail-oriented graduate for their Grant Writer position. The position supports their $7.3M annual operating budget by managing the full grant lifecycle. This position is full time with a hybrid schedule. Learn more about the position responsibilities, qualifications, and salary here. 

Hofstra International Programs is seeking a full-time Instructional & Curriculum Specialist for the 2025-2026 academic year, to holistically support the academic success and integration of international students in the Pathway Program and Academic English Program. The Instructional & Curriculum Specialist is responsible for curriculum writing, facilitating non-credit courses, hosting workshops, advising students, participating in extracurricular events, and assuming responsibilities in materials development/coordination or other needed specialized areas. This position includes a balanced 50/50 split between administrative responsibilities and direct student-facing instructional duties. A strong background in TESOL is essential for this role, including current knowledge of best practices in English language instruction and learning. Learn more and apply here. Reach out to Kristen.A.Coelho@hofstra.edu with any questions. Applications are accepted on a rolling basis.  

Achievement First is a charter school network focusing on closing achievement gaps and is currently accepting applications for teaching positions in its elementary schools. The organization seeks educators who are committed to delivering high-quality instruction and fostering supportive, inclusive learning environments. Applicants should have experience working with K–12 students (two years preferred), hold a bachelor’s degree with a GPA of 3.0 or higher (master’s preferred), and possess or be in the process of obtaining Connecticut certification. Salary ranges from $50,600–$86,989, based on experience and education. Learn more and apply here. Applications are accepted on a rolling basis.  

All information sessions have passed. 

Hartford Public Schools is currently confronting an unprecedented budget deficit of $74.5 million, and is seeking student advocates to support their lobbying efforts to secure emergency funding from the office of Mayor Arunan Arulampalam. 

They are particularly seeking testimony for the last City Public Budget Hearing on April 28 at 6 pm. Join community stakeholders and members of the Hartford Federation of Teachers at Weaver High School (415 Granby Street, Hartford, CT, 06112) to tell the Mayor and members of the Hartford City Council to properly fund the public school system.

Reach out to Yale EDST alum and Hartford educator Janic Aguirre, janic.aguirre@yale.edu, to express interest or share any questions. 

This Math Book Club is a low low-commitment, social book club on math books written for the aerage reader. They plan to read titles like Steven Strogatz’s The Joy of x, Paul Lockhart’s Measurement, and Eli Maor’s e: The Story of a Number, and use them to spark friendly discussions about both the math conceptions and how they are presented. The club is open to all and will meet every 2 months, with the first date being set by poll once enough interest has been expressed. To join or to ask any questions, please reach out to samuel.brudner@yale.edu.