ITP | Translating Science for Practitioners, Policymakers and the Public: Challenges and Opportunities
Lisa Fazio, Assistant Professor of Psychology and Human Development, Vanderbilt University
ITP | Fellows Internships Presentations
ITP Graduate Fellows, University of Wisconsin--Madison
ITP | Lecture by Educational Policy Studies Assistant Professor Ran Liu
Ran Liu, Assistant Professor, Department of Educational Policy Studies, University of Wisconsin-Madison
CCWT | Participatory Action Research at the Center for Integrated Agricultural Systems
Mrill Ingram, University of Wisconsin--Madison
CCWT | A Discussion with Sarah Dryden-Peterson on Her Research and on the Civic Education of Refugees
Sarah Dryden-Peterson, Associate Professor of Education, Harvard University
WCER Communications, Feb 17
Madison.com, The Cap Times, Feb 15
Lansing State Journal, Feb 12
The Conversation, Feb 9
Georgia Southern University, Jan 14
The International Educator, Jan 7
“Positive Emotions in Early Algebra Learning, Sung, Y., Stephens, A., Blanton, M., Gardiner, A, Knuth, E., & Stroud, R. Paper to be presented at the 14th International Congress on Mathematical Education, Shanghai, China, (conference cancelled), 2020.
“The impact of algebra in the elementary math curriculum,” Murphy Gardiner, A., & Stephens, A, Virtual presentation at the Annual Meeting of the National Council of Teachers of Mathematics, 2021.
“Putting early algebra in the hands of elementary school teachers: Examining fidelity of implementation and its relation to student performance,” Stylianou, D., Stroud, R., Cassidy, M., Gardiner, A., Stephens, A., Knuth, E., Demers, L., Journal for the study of education and development/Infanciay Aprendizaje (Special Issue: Early Algebra), 42(3), 523–569, June 13, 2019.
”Generalizing in the context of an early algebra intervention (La generalización en el contexto de unaintervención algebraica temprana), Strachota, S., Journal for the Study of Education and Development, 43(2), 347-394, April 2017, 2020.
“The Role of Balance Scales in Supporting Productive Thinking about Equations Among Diverse Learners,” Stephens, A., Sung, Y., Strachota, S., Veltri Torres, R., Morton, K.,Murphy Gardiner, A., Blanton, M., Knuth, E., & Stroud, R., Mathematical Thinking and Learning, July, 2020.
Annalee Good has been awarded $69,000 from the Department of Education, in a subcontract from Milwaukee Public Schools, for “Scaling-Up Expanding Excellence for Underrepresented Students (SEE US!) Year 4 Initial Term” through Sept. 30, 2021. (021621)
Jerlando Jackson has received a grant of $80,000 from the National Science Foundation for “EAGER: Collaborative Research: Networking Faculty Seeds for Collective Change in the Geosciences” through Oct. 31, 2022. (021621)
Amy Claessens has been awarded $176,201 from the Heising-Simons Foundation, in a subcontract from Stanford University, for “Development and Research in Early Math Education (DREME) - Phase IV” through June 30, 2022. (021021)