Sorenson Professor of Early Childhood Education
Beth Graue is Sorenson Professor of Curriculum and Instruction. She was an AERA Fellow, member at large, and Executive Committee member.
Her areas of interest include readiness, class size reduction, preparing teachers for inclusive home-school relations, and qualitative research methods. She is currently part of a team developing culturally and developmentally responsive professional development related to mathematics for local 4K teachers funded by the National Science Foundation. In addition, she is doing a collaborative study with Sharon Ryan of Rutgers University examining how preK policy translates into educational experiences and opportunities for young children, their families, and teachers.
Beth Graue is also a member of the Qualitative Research Committee in the School of Education, which has developed a resource guide for faculty and graduate students. The guide is located here: SOEQual.wceruw.org
Representative publications include:
Graue, M.E., Ryan, S., Wilinski, B., Northey, K., & Nocera, A.(accepted for publication) What guides preK programs? TeachersCollege Record.
Graue, M.E., Ryan, S., Nocera, A., Northey, K., & Wilinski, B.,(2017): Pulling preK into a K-12 orbit: the evolution of preK inthe age of standards, Early Years, 37(1), 108-122.
Graue, M.E., Wilinski, B. & Nocera, A. (2016). Local control in the ageof accountability. The case of Wisconsin 4K. Educational Policy AnalysisArchive, 24.
Graue, M. E., Whyte, K. L., & Karabon, A. E. (2015). The power of improvisational teaching. Teaching and Teacher Education, 48, 13–21.
Graue, M.E. Karabon, A., Whyte, K., Delaney, KK., Kim, J. & Wager,A. (2015) Imagining a Future in PreK: How professional identityshapes notions of early mathematics. Anthropology & Education Quarterly46(1), 37-54.
Trainor, A. & Graue, E. (2014). Evaluating Rigor in QualitativeMethodology and Research Dissemination. Remedial & Special Education, 35(5),267-274.
Graue, M.E., Whyte, K., and Delaney, K. (2014). Fostering Culturally and Developmentally Responsive Teaching Through Improvisational Practice, Journal of Early Childhood Teacher Education. 35:297-317.
Trainor, A.A. & Graue, M.E. (2013) Reviewing Qualitative Research for Publication in the Social Sciences. New York: Routledge.
Graue, E. & Rauscher, E. (2011). Reclaiming assessment through accountability that is “just right.” Teachers College Record, 113(8), 1827–1862.
Graue, E. (2011). Are we paving paradise? Educational Leadership, 68(7) 12-17.
Graue, E. & Sherfinski, M. (2011). The view from the Lighted Schoolhouse: Conceptualizing home-school relations within a class size reduction reform. American Journal of Education., 117(2) 267-297.
Graue, E., Rauscher, E. & Sherfinski, M. (December, 2009). The synergy of class size reduction and classroom quality. The Elementary School Journal, 110(2) 178-201.
Graue, E. (November, 2009). Reimagining kindergarten. School Administrator. 10-14.
Graue, M.E. & Oen, D. (2009) You just feed them with a long handled spoon. Family perspectives on their experiences in class size reduction. Educational Policy, 23, 685-713.
Graue, M.E., Hatch, K., Rao, K., Oen, D. (2007). The wisdom of class size reduction. American Educational Research Journal, 44(3).
Graue, E. (2006) The transformative power of reviewing. Educational Researcher, 35(9) 36-41.
Graue, M.E. (2005). Theorizing & describing preservice teachers’ images of families and schooling. Teachers College Record, 107(1).
Graue, M.E. & Grant, C. (2005). Thinking collaboratively about the peer-review process for journal-article publication. Harvard Educational Review, 75(3), p. 268-271.
Graue, M.E. & Brown, C.J. (2003). Preservice teachers views of families in education. Teaching & Teacher Education. 17 719-735.
Graue, M.E., Kroeger, J, & Prager, D. (2001). A Bakhtinian analysis of particular home-school relations. American Educational Research Journal, 38 (3), p. 1-32
Graue, M.E. & DiPerna, J.C. (2000). Redshirting and early retention: Who gets the "gift of time" and what are its outcomes? American Educational Research Journal,37(2), p. 509-534.
Graue, M.E. (1993) Ready for What? Constructing Meanings of Readiness for Kindergarten. Albany: SUNY Press.
Graue, M.E. & Walsh, D.J. (1998) Studying Children in Context: Theories, Methods & Ethics. Thousand Oaks: Sage.
Phone: (608) 263-2736
Office: 576a Ed Scie Ed Sciences
Current ProjectsProfessional Development for Culturally Relevant Teaching and Learning in Pre-K Mathematics
Early Childhood Education Research Center
WREN SLDS Supplement
Completed ProjectsClass Size Reduction in Practice: How, When, and Why SAGE Works
An Integrated Qualitative and Quantitative Evaluation of the SAGE Program
Qualitative, Quantitative, and IQ2 Studies for the Student Achievement Guarantee in Education (SAGE) Program Evaluation Project
Life in Early Childhood Settings