WCER researchers are helping advisers better connect with the country’s top PhD science students from underrepresented groups through a $1.2 million program of culturally aware mentorship education at the renowned Howard Hughes Medical Institute in Maryland, plus leadership training for mentees.
A newly released report of a groundbreaking five-year video study examines the teaching practices of 700 teachers in eight countries. WCER Director Courtney Bell, one of the study’s four principal investigators, led the team that designed innovative standardized observational instruments, which for the first time made it possible to measure teaching and learning across multiple countries.
When the pandemic ends and students return to the classroom, how will school districts incorporate digital tools to improve learning for all students? A newly released book by Annalee Good, a WCER researcher and evaluator, and her colleagues offers sound strategies on how to do just that. She says partnerships are key.
A two-year project finishing now delivered four days of free training to Madison’s 4K teachers that was custom-designed to meet their needs while creating more community among them.
Amid the 2020 protests demanding justice for marginalized communities, Black students may struggle with racial trauma at work and in school. But internship hosts can help them cope.
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)
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