West Virginia University researchers found that seasoned principals entrenched within their school’s community have an advantage over new-to-place and novice principals in recruiting and retaining teachers.
The amount in external funding for research and other sponsored programs at West Virginia University for fiscal year 2021 tops the previous year’s record by $8 million.
Earth is a round planet where flat surfaces and perfect shapes are scarce, but assignments in many geometry courses are completed on grid paper with simplified line segments and symmetrical polygons.
Joining a club that sparks a new interest, playing a new intramural sport or finding a new group of friends may be just as indicative of a college freshman’s loss of self-control as drinking or drug use, according to new research at West Virginia University.
The gap in training for teachers related to the opioid crisis’ effect on students is being filled by a West Virginia University partnership that will develop and distribute materials to help the state’s teachers support their students who have family members with substance use disorders.
Despite the COVID-19 pandemic and ongoing uncertainties in the higher education world, West Virginia University received $195 million in external funding for research and other sponsored programs this past fiscal year.
With the aid of a six-year, $3 million grant from the National Science Foundation to the West Virginia University College of Education and Human Services, educators and researchers will work together to improve math teaching and learning through developing teacher leaders in secondary schools (grades six through 12) across West Virginia.
Kristin Moilanen, associate professor of child development and family studies, said the phenomenon of helicopter parenting most often occurs in middle- to upper-class families where stakes are high for parents to be able to show off their children’s success. Her research, which focuses on young adults 18- to 24- years-old, indicates that high helicopter parenting leads to “low mastery, self-regulation and social competence.”
Carla Brigandi, assistant professor at West Virginia University’s College of Education and Human Services, believes that the number of identified "gifted" students in West Virginia’s is not representative of the talent in our local communities. The real issue is that students with gifts and talents aren’t being identified as such.
When concerns are expressed about distrust in science, they often focus on whether the public trusts research findings. A new study from West Virginia University, however, explores a different dimension of trust.