School of Education | University of Wisconsin–Madison
Authors: Amanda K. Oleson, Matthew T. Hora, Ross J. Benbow July 2014, 27 pp. Abstract: The fields of science, technology, engineering, and mathematics, more ubiquitously known by the acronym “STEM,” have received a substantial amount of attention in recent years. As part of a research study investigating the alignment (or lack thereof) between the goals …
Author: Matthew T. Hora June 2014, 36 pp. Abstract: Policymakers and educators alike are increasingly focused on faculty adoption of interactive teaching techniques as a way to improve undergraduate education. Yet, little empirical research exists that examines the processes whereby faculty make decisions about curriculum design and classroom teaching in real-world situations. In this study, …
Author: Matthew T. Hora December 2013, 19 pp. Abstract: Wisconsin and the nation are struggling with how to address persistent unemployment and an economy recovering too slowly from the Great Recession of 2008. While economists point to a host of reasons for sluggish growth, including low aggregate demand, outsourcing, spending cuts, and so on, some …
Author: Daniella Molle November 2013, 17 pp. Abstract: This working paper examines how some educators in the World-Class Instructional Design and Assessment (WIDA) consortium use the WIDA English language proficiency (ELP) standards. Many educators see the standards as a tool that can guide them in differentiating instruction and supporting language development among English Language Learners …
Author: Matthew T. Hora October 2013, 34 pp. Abstract: Detailed accounts of teaching are important in order to shed light on instructional practice, yet few data exist that describe how undergraduate science classes are taught. Current approaches are also limited in their reliance on binary categorizations of teaching (i.e., lecturing versus interactive teaching). In this …
Authors: H. Gary Cook, Rita MacDonald July 2013, 44 pp. Abstract: This working paper describes a language complexity rubric and provides a description and sample rating materials for that rubric. Together, these items comprise a method, or tool, for evaluating the language complexity of academic content achievement test items. This tool aims to inform educators, …
Authors: Francois Victor Tochon, A. Cendel Karaman, Celile Eren Ökten June 2013, 34 pp. Abstract: This paper focuses on creating an instructional hyper textbook that serves as a personal environment for learning a less-commonly taught language. The study aims to raise awareness of how digital personal learning environments can be used alongside more formal learning …
Authors: Daniella Molle, Christy Reveles May 2013, 25 pp. Abstract: This study investigated a 2012 coaching process in which state educational representatives (SEAs) from six states were coached by staff from the World-Class Instructional Design and Assessment (WIDA) consortium. The project aimed to improve the quality of the professional development states offer their educators. The …
Authors: Matthew T. Hora, Anne-Barrie Hunter April 2013, 24 pp. Abstract: Widely used in the organizational sciences, “organizational learning” is a theoretical framework that refers to the processes whereby organizations change and evolve over time in light of new information. A particularly important feature of this process is how organizations encode, store, and retrieve information …
Authors: Matthew T. Hora, Joseph J. Ferrare February 2013, 17 pp. Abstract: Classroom observation is a method of directly observing teaching practice as it unfolds in real time, with the observer or analyst taking notes and/or coding instructional behaviors in the classroom or from videoed lessons. In postsecondary settings, instruments for conducting classroom observations are …