centers and grant-funded projects

centers

Center for Literacy (CFL) is a research and service center devoted to the advancement of literacy.

Center for the Mathematics Education of Latinos/as (CEMELA) is a consortium of four universities (The University of Arizona, University of California - Santa Cruz, University of Illinois at Chicago, and The University of New Mexico) on the teaching and learning of mathematics to Latino students in the U.S.

Child and Family Development Center (CFDC) is a public service and research initiative for young children and their families.

Collaborative for Equity and Justice in Education (CEJE) is a hub for the development of transformative models of urban education.

Monarch Center (MC) is a national center that provides grant proposal writing and program development supports and services to faculty who are preparing special educators at minority institutions of higher education.

Prairie Group (PRAIRIE) evaluates programs, policies, and initiatives with the goal of improving the quality of education and community life in urban settings. We also support the capacity-building of other groups interested in using evaluation and research to improve their programs and organizations. We take a participatory approach to our partnerships, with the aim of fostering reflection and action.

Studies in Moral Development and Education (SMDE) links educators, scholars, and citizens interested in sharing their work and learning more about research, practices, and activities in the area of moral development and education.

grant-funded projects

All Teachers Teaching All Children (Attach) creates opportunities for bilingual and mainstream teachers to collaborate and develop teaching strategies that will enhance educational opportunities for ELLs (English Language Learners).

Charting a Course to Literacy Early Reading First (CCLERF) is developing centers of early literacy excellence in Chicago Public Schools charter schools and conducting research on effective early literacy curriculum and instruction.

Collaborative Teachers Network (CTN) was designed to enhance middle school teachers' content area reading instruction to improve the achievement of students with disabilities.

FAST Head Start Program (FAST) develops literacy and lifelong learning skills of Head Start and Child Care children and families.

Family Literacy Aprendiendo, Mejorando, Educando (FLAME) helps Latino parents enhancing the home literacy environments of their 3- to 8-year-old children.

ISLE (ISLE) is a collaboration between Chicago Public School teachers of grades 1-3 and UIC science and literacy/language educators and researchers to design, implement, and study integrated science-literacy teaching and learning in urban classrooms funded by the US National Science Foundation.

Partnership READ (PR) creates collaborations improving literacy, teaching and learning in the Chicago Public School system.

SKIT (SKIT) is an urban education partnership between the Chicago Public Schools and UIC departments of: Biological Sciences, Chemistry, Computer Science, Curriculum & Instruction, and Earth and Environmental Sciences where graduate students (aka Fellows) work in partnership with Chicago Public School teachers in K-12 classrooms to support science and mathematics teaching and learning, funded by the US National Science Foundation, the Chicago Public Schools, and UIC's College of Education

Secondary Teachers for English Language Learners (STELL) was created in response to a nationwide shortage of secondary teachers trained in English as a second language and bilingual education, particularly in Chicago.

Special Teachers and Exceptional Pupils = Urban Promise (STEPUP) recruits and prepares teachers engaging urban students with disabilities.

Supporting English Language Learners' Success (SELLS) trains undergraduate and graduate students toward certification and practice in ESL/bilingual classrooms, literacy, or curriculum design.

Teacher Leaders for Children (TLC) will help increase practicing bilingual special education teachers' knowledge, skills, and ability to with English Language Learners (ELLs).

Teaching All Teachers about Transition (TATAT) is an initiative of mono- and bilingual teachers in 15 Chicago-area early and middle schools teaching English language students.

Transforming Literacy, Science, and Math Through Participatory Action Research (LSciMAct) will provide professional development for cohorts of bilingual and mainstream K-8 teachers from schools with predominantly working class English- learners