In its first report, the Madison Education Partnership takes a close look at the first six years of 4-year-old kindergarten (4K) offered by Madison’s public schools. The researchers find more than two-thirds of the district’s kindergarten students start in 4K, and that 4K classes are more diverse.
A new study compares the skills of kindergarten students across Wisconsin and suggests that literacy gaps by race and family income at kindergarten explain much, but not all the gaps in student achievement identified in higher grades.
Can playing video games teach students how to be better stewards of the environment? Read how “Econauts,” an interactive video game developed at UW‒Madison and part of Gear Learning’s game portfolio, is inspiring students and teachers to care more about the world we live in.
It’s hot! The summer issue of ForwardED, that is. We’ve packed this edition with the latest news and findings in education research, happening right here at WCER. Also, see who has grabbed the spotlight in our featured video.
Field Day, a digital-media learning and research lab, provides fellowships for K-12 teachers to learn computer game design. Fellows create games to complement their curriculum and engage students in learning.
Carl. A. Grant Scholars Lecture Featuring Karida Brown
Karida Brown, Assistant Professor of Sociology, UCLA
#LowerEd: Why a Critical View of the “Skills Gap” Is Essential in Today’s Higher Education Landscape
Dr. Tressie McMillan Cottom, Assistant Professor of Sociology at Virginia Commonwealth University
ITP Lecture: Understanding Fractions: A Case Study in Educational Neuroscience
Edward Hubbard, Assistant Professor, UW–Madison Education Psychology
ITP Lecture: Games and Learning 101
David Gagnon, Program Director, Field Day Lab at the Wisocnsin Institute for Discovery
WCER Communications, Sep 20
WCER Communications, Sep 18
WCER Communications, Sep 8
Education Week, Sep 6
Wisconsin Public Radio, Aug 18
Education Dive, Aug 8
"Madison Metropolitan School District Four–year–old Kindergarten Program: Patterns of Enrollment," Jaymes Pyne, Eric Grodsky, Elizabeth Vaade, Eric Camburn, Dominique Bradley, Madison Education Partnership, 2017
September 2017
September 2017
"Does Presentation Format Modulate Adults’ Automatic Processing of Proportions?," Rui Meng & Percival Matthews, 2017.
"Evidence for Overt Visual Attention to Hand Gestures as a Function of Redundancy & Speech Disfluency," Amelia Yeo and Martha Alibali, 2017.
David Gagnon (PI) was awarded $59,102 by the National Science Foundation for the project "Exploring the Universe from Antartica" through 2018.
David Shaffer (PI) was awarded $973,173 from the National Science Foundation for the project "ECR: Assessing Complex Collaborative STEM Learning at Scale with Epistemic Network Analysis" through 2022
Ana Stephens (PI) received $27,297 from the University of Texas-Austin for the project "Identifying Effective Instructional Practices that Foster the Development of Algebraic Thinking in Elementary Schools" through 2021.
Wisconsin Center for Education Research
School of Education
University of Wisconsin–Madison
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Madison, Wisconsin 53706
