School of Education | University of Wisconsin–Madison
Authors: Matthew T. Hora, Amanda K. Oleson July 2015, 21 pp. Abstract: Research suggests which study strategies are effective, but little descriptive research focuses on how undergraduate students study in real-world settings. Thus, the mechanisms of students’ actual learning remain a black box in higher education, with far more attention paid to the inputs and …
Authors: Mark R. Connolly, Elaine Seymour July 2015, 17 pp. Abstract: In 2009, a pair of meetings launched an ambitious initiative to link communities engaged in improving STEM education with those engaged in global sustainability. The initiative’s organizers, “Mobilizing STEM Education for a Sustainable Future,” selected “critical advisors” to attend the meetings and guide discussion. …
Authors: Peter Goff, Ellen Goldring, Melissa Canney December 2014, 24 pp. Abstract: Notable attention and effort have been directed toward improving educator productivity through the use of performance incentives. Little of this work has focused on incentive systems for school leaders (principals), and even less has examined performance pay systems used in practice. This research …
Authors: Robert Meyer, Mikhail Pyatigorsky, Andrew Rice November 2014, 19 pp. Abstract: Student growth measures are increasingly common in K–12 school and teacher accountability policy in the United States. At this time, it is still rare for educator preparation programs (EPPs) to be evaluated by similar measures for either low-stakes program improvement or higher-stakes accreditation …
Authors: Joseph J. Ferrare, You-Geon Lee November 2014, 38 pp. Abstract: Despite extensive efforts to increase the number of undergraduates majoring and persisting in science, math, engineering, and technology (STEM) fields, there is surprisingly little understanding of recent patterns of switching from these majors to those in other fields of study. In addition, little is …
Authors: Matthew T. Hora, Jana Bouwma-Gearhart, Hyoung Joon Park August 2014, 32 pp. Abstract: Given the considerable challenges with implementing data-driven decision making systems, researchers focus on describing data practices in real-world settings. Yet, little is known about how postsecondary faculty think about and utilize data as part of their instructional practice. In this qualitative …
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 …