School of Education | University of Wisconsin–Madison
Author: Catherine Compton-Lilly August 2009, 32 pp. Abstract: A case study of one low-income African American child, Peter Horner, is used to explore how children accumulate various forms of writing capital. Horner’s development was tracked over 10 years, from first grade through high school. The construct of time is explored by examining how capital contributes …
Author: Adam Gamoran August 2009, 21 pp. Abstract: The practice of tracking and ability grouping—the division of students into separate tracks, classes, and groups for instruction based on their purported interests and abilities—has long been debated. Evidence from decades of research indicates that tracking magnifies inequality between high and low achievers without raising achievement overall, …
Authors: Matthew T. Hora, Susan B. Millar June 2009, 82 pp. Abstract: This qualitative case study reports on processes and outcomes of the National Science Foundation (NSF)–funded System-Wide Change for All Learners and Educators (SCALE) project at the California State University, Northridge (CSUN). It addresses a critical challenge in studying systemic reform in complex organizations: …
Authors: Matthew T. Hora, Susan B. Millar, Jessica Arrigoni, Kerry Kretchmar June 2009, 53 pp. Abstract: This paper describes the analysis of the National Science Foundation (NSF) Math and Science Partnership (MSP) program’s January 2008 Learning Network Conference (LNC). This study focuses on the methodologies used by the MSP community to generate evidence and seeks …
Authors: Martha W. Alibali, Alayna N. Brown, Ana C. Stephens, Yvonne S. Kao, Mitchell J. Nathan April 2009, 17 pp. Abstract: This study investigated middle school students’ conceptual understanding of algebraic equations. Participants in the study — 257 sixth- and seventh-grade students — were asked to solve one set of algebraic equations and to generate …
Author: William H. Clune March 2009, 25 pp. Abstract: This paper synthesizes case studies of four districts that implemented multifaceted reforms to offer rigorous instruction in mathematics and science for all students as part of a National Science Foundation–supported partnership. A common theory of action aimed for a rigorous curriculum, professional development delivered close to …
Authors: Mitchell J. Nathan, Suyeon Kim and Timothy S. Grant February 2009, 18 pp. Abstract: We compared the structure of discussions in a middle school mathematics classroom before (Year 1) and after (Year 2) teacher participation in professional development activities aimed at enhancing students’ participation and the co-construction of mathematical ideas. Changes in the role …
Authors: William H. Clune and Paula A. White October 2008, 50 pp. Abstract: Many urban districts have adopted interim assessments in recent years as a supplement to annual testing. Possible purposes for such tests include monitoring and assisting student progress, aligning the curriculum, and practicing for state exams, but little is known about how effectively …
Author: Catherine Compton-Lilly October 2008, 29 pp. Abstract: A case study of one child, Alicia, explores how children’s identities as readers are constructed over time as they move through school. Attention to time helps us see how students draw on ongoing, familial, and historical resources in ways that are both recursive and future-oriented as they …
Authors: Matthew T. Hora and Susan B. Millar September 2008, 84 pp. Abstract: This qualitative case study reports on processes and outcomes of the National Science Foundation (NSF)–funded System-Wide Change for All Learners and Educators (SCALE) project at the University of Wisconsin–Madison (UW–Madison). It addresses a critical challenge in studying systemic reform in complex organizations: …