School of Education | University of Wisconsin–Madison
Authors: Peter Goff, Eunji You, Lydia Gandy-Fastovich, Minseok Yang, Lena Batt, Xin Xie, and Hyunwoo Yang July 2020, 32 pp. Abstract: By coupling statewide vacancy/application records with administrative data, we find that activity on the teacher labor market is substantially greater than previously documented, with 53% of novice teachers searching for new positions after their …
Authors: Minseok Yang, Se Woong Lee, and Peter Goff May 2020, 23 pp. Abstract: Although numerous studies confirm the importance of school principals, schools often experience high turnover rates and principal shortages. However, we know little about the staffing challenges in rural schools and what prompts applicants to apply for and be hired for principalship. …
Authors: Matthew Wolfgram, Tamanna Akram, and Brian Vivona May 2020, 26 pp. Abstract: Research shows that college internships yield academic, economic, and professional benefits. However, the ability to locate and participate in internships is not equitable across all student demographic and socioeconomic spectrums. There are multiple complex barriers to internship participation for students with low …
Authors: Diep Nguyen and Nancy Commins May 2020, 18 pp. Abstract: This working paper provides insights into how all teachers can provide linguistically and culturally responsive and equitable education for all students by orchestrating instruction to meet their varying socioemotional, cultural, linguistic and academic needs. Grounded in social justice, the Cultural, Linguistic, Equity, and Responsiveness …
Authors: Peter Goff, Hyunwoo Yang, Minseok Yang, Lena Batt, Xin Xie, and Eunji You March 2020, 24 pp. Abstract: This study introduces a new approach to measure the effectiveness of teacher preparation programs at U.S. universities (TPP) by examining the extent to which TPPs produce employable teacher candidates. We use teacher application data in Wisconsin public …
Authors: Matthew T. Hora and Changhee Lee March 2020, 37 pp. Abstract: Competencies known variously as “soft” or “21st century skills” are increasingly linked to college students’ academic and career success, and faculty with industry experience are hypothesized to be uniquely qualified to teach these skills. Yet little research exists on this topic. In this …
Authors: Rita MacDonald, David Crowther, Melissa Braaten, Wendy Binder, Justine Chien, Troy Dassler, Tricia Shelton, and Jennifer Wilfrid February 2020, 10 pp. Abstract: The National Research Council’s 2012 Framework for K-12 Science Education states that science education should “provide all students with the background to systematically investigate issues related to their personal and community practices …
From The Conversation: When her college started requiring students to complete an internship in order to graduate, it created a serious dilemma for Janelle. “I wouldn’t be able to do classes, do the internship and work to make money — which is kind of important because I’m basically just paying for school as I can,” Janelle …
By The 74 Interview Gloria Ladson-Billings remembers that there was a difference between the black and white teachers she had growing up in Philadelphia. African-American teachers could give the students “the talk,” she recalls, referring to a 2017 Procter & Gamble television advertisement that showed black parents talking to their kids about racism. The black teachers …
Authors: Matthew T. Hora, Matthew Wolfgram, Zi Chen December 2019, 37 pp. Abstract: Internships are widely perceived as a “high-impact practice” that opens the doors of opportunity for college students, yet little is known about obstacles to participation. Instead, educators and employers too often view participation as unproblematic, with many postsecondary institutions beginning to mandate …