Check out Marco ALE, a Spanish language arts framework from WIDA! Marco ALE guides the enhancement and development of the next iteration of Spanish language arts standards in the U.S. and is grounded in current theory and practice, with considerations for the diversity of the Spanish language and the context within which it is taught—including bilingual settings.
Take a closer look at how the research team will seek to better understand how the intervention affects behavior, practices and relationships for 720 elementary school students with social, emotional or behavioral concerns in 60 Wisconsin districts.
The fellowship’s goal is to diversify research communities that address early childhood education issues by providing mentored research experiences to traditionally underrepresented and other minoritized undergraduates.
Research from WCER’s Center for Research on College-Workforce Transitions shows changes are needed to online internships after fewer students than expected take one and report worse outcomes than those doing in-person versions.
This year’s MSAN Institute offered two days of virtual professional development focused on advancing anti-racist school leadership and teaching practices, including a panel of MSAN high school students/equity leaders sharing their views on what educators can do to support students of color.
ITP | The Distribution of Charter School Effects on College Enrollment and Degree Attainment
Jake Wertz, ITP Fellow, UW−Madison
ITP | Using Large Educational Data Sets to Understand Factors that Affect Student Success in STEM
Timothy Nokes-Malach, University of Pittsburgh
ITP | Optimal College Financial Aid: Theory and Evidence on Free College, Early Commitment, and Merit Aid from an Eight-Year Randomized Trial
Douglas Harris, Tulane University
WIDA Communications, Sep 28
WIDA Communications, Sep 28
WCER Communications, Sep 23
Inside Higher Education, Sep 16
The Washington Post, Sep 2
Wisconsin Public Radio, Sep 1
“Teacher Mindsets and Student Sense of Classroom Belonging,” James Pyne, Eric Grodksy, Katie Eklund, Patti Schaefer, Elizabeth Vaade, OSF Preprints, September 2021
“The Signaling Power of Unexcused Absence from School,” James Pyne, Eric Grodksy, Elizabeth Vaade, Bo McCready, Eric Camburn, Dominique Bradley, Educational Policy, October 2021
“How the Arts Can Save Education: Transforming Teaching, Learning, and Instruction,” Erica Halverson, October 2021
“Foundations of Embodied Learning: A Paradigm for Education,” Mitchell Nathan, 2021.
“Teaching and Learning in the 21st Century Community College,” edited by Matthew T. Hora. Includes chapters written by Matthew T. Hora, Valerie Crespin, Changhee Lee and Xueli Wang. Fall 2021.
Timothy Tansey and Malachy Bishop have been awarded $3,344,560 from the Department of Education for “Increasing state vocational rehabilitation agency capacity to place persons with disabilities in high quality employment settings - Year 2” through Sept. 30, 2022. (102221)
Diep Nguyen and Elizabeth Cranley have received a grant of $2,672,200 from the Department of Education for “Rural Educators Self-reflecting and Practicing Equity-Centered Teaching (RESPECT) with English Learners” through Aug. 31, 2026. (102121)
Christine Pfund has been awarded $16,432 from the National Institutes of Health, in a subcontract from WESTAT, for “Center for Coordination of Analytics, Science, Enhancement, and Logistics (CASEL) in Tobacco Regulatory Science - Year 4” through August 31, 2022. (101221)
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