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.
How is COVID-19 affecting different cultures around the world? To find out, the newly formed International Society for Quantitative Ethnography (QE) launched the “QE COVID Data Challenge,” a seven-day data sprint involving nearly 100 data and research experts collaborating remotely from 16 countries, including Denmark, Hungary, Australia, South Africa and Sri Lanka.
ITP | Part 3: A Short Course on Directed Acyclic Graphs (DAGS) and Causal Mediation
Felix Elwert, Romnes Professor of Sociology, UW-Madison
ITP | Collectively Confronting COVID-19: Teachers’ Unions’ Response to a Global Pandemic
Lesley Lavery; Sara Dahill-Brown, Associate Professor of Political Science, Macalester College; Associate Professor of Politics & Interntional Studies, Wake Fores
ICQE2020-21 | International Conference on Quantitative Ethnography 2020-21 @ICQEConf
Simon Buckingham Shum; Abigail Wooldridge, University of Technology Sydney; University of Illinois Urbana-Champaign
WCER Communications, Nov 18
WCER Communications, Nov 11
WCER Communications, Oct 30
The Cap Times, Oct 29
Western News, Oct 29
WMTV, Oct 26
“Equity and Quality in Digital LearningRealizing the Promise in K–12 Education,” Carolyn J. Heinrich, Jennifer Darling-Aduana, and Annalee G. Good, Harvard University Press, 2020.
“Improving the Transition to Kindergarten Through Information Sharing,” Lauter, L., Woo, M., Grodsky, E. & Graue, Madison Education Partnership, October 2020.
Ross J. Benbow and Changhee Lee, October 2020
“Exploring college faculty development in 21st century skill instruction: an analysis of teaching focused personal networks,” Ross J. Benbow, Changhee Lee, Matthew T. Hora, Journal of Further and Higher Education, Sept. 28, 2020
“Using Improvisation to Increase Graduate Students’ Communication Self-Efficacy,” Anne Lynn Gillian-Daniel, Benjamin L. Taylor, and Donald L. Gillian-Daniel, Change: The Magazine of Higher Learning 52, no. 4 (2020): 46-52.
Sadhana Puntambekar has received a grant of $500,035 from the National Science Foundation, in a subcontract from the University of Colorado-Boulder, for “AI Institute: Institute for Student-AI Teaming (iSAT)” through August 14, 2025. (112520)
Percival Matthews has been awarded $12,496 from the Institute of Education Sciences, in a subcontract from Kent State University, for “An Educational Intervention to Combat Whole Number Bias in Risk Perceptions in Ambiguous Health Context: COVID-19” through Aug. 31, 2021. (112320)
Zhe Gigi An has received a grant of $15,294 from the Department of Human Health Services, in a subcontract from the University of Massachusetts - Boston, for “Challenging Behavior and Social-emotional Competence for Children in Head Start Classrooms: Is there Evidence of Teacher Implicit Bias?” through March 29, 2022. (112020)
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