School of Education | University of Wisconsin–Madison
Authors: Norman L. Webb, Iris R. Weiss Volume 1: September 2003, 270 pp. Volume 2: September 2003, 302 pp. Abstract: In an effort to evaluate the impact of the Statewide Systemic Initiatives (SSIs) on student achievement and the lessons that could be learned from the National Science Foundation’s effort to reform mathematics and science education …
Author: David Williamson Shaffer September 2003, 33 pp. Abstract: This ethnographic study explores the underlying structure of the design practices in the Oxford Studio, a design studio course taught at the Massachusetts Institute of Technology Department of Architecture. The study describes elements of the practices in the Oxford Studio and then analyzes the connections among …
Author: Thomas A. Romberg August 2003, 42 pp. Abstract: This paper presents evidence for the emergence of a research community in mathematics education by contrasting work in the field in the 1960s with current work across six features of such communities. Based on this contrast, the claim that a research community in mathematics education has …
Authors: Nan Huai, Jeffery P. Braden, Jennifer White, Stephen N. Elliott July 2003, 32 pp. Abstract: This study examined the effectiveness of Assessing One and All (AOA), a web-based teacher professional development program. AOA was designed to enhance practicing teachers’ general assessment literacy and their knowledge and skills in large-scale assessment, testing accommodations, and alternate …
Authors: Deitra Gibson, Frances B. Haeberli, Todd A. Glover, Elizabeth A. Witter July 2003, 29 pp. Abstract: Testing accommodations used in students’ individualized education programs (IEPs) or recommended by classroom teachers were investigated. Three domains of testing accommodations are examined: The study explores factors that may influence the implementation of recommended testing accommodations. The Assessment …
Authors: Ryan J. Kettler, Bradley C. Niebling, Andrew A. Mroch, Elizabeth S. Feldman, Markeda L. Newell June 2003, 19 pp. Abstract: The purpose of this study was to examine the effects of testing accommodations on the mathematics and reading test scores of a sample of 119 fourth graders and 78 eighth graders. The sample included …
Author: David Williamson Shaffer June 2003, 18 pp. Abstract: Successful curricula are not collections of isolated elements; rather, effective learning environments function as coherent systems (Brown & Campione, 1996; see also Papert, 1980; Shaffer, 1998). The theory of pedagogical praxis begins with the premise that computers and other information technologies make it easier for students …
Author: Robert H. Meyer April 2003, 15 pp. Abstract: This paper draws on mathematics achievement data from Milwaukee middle school students to illustrate the value-added approach to estimating school performance. Value-added indicators differ from traditional attainment indicators such as average test scores in that they are designed to capture the contribution of schools to growth …
Authors: M. Bruce King, Peter Youngs April 2003, 16 pp. Abstract: Since the fall of 1999, the Research Institute on Secondary Education Reform for Youth with Disabilities (RISER) has studied inclusion and instructional reform in four U.S. secondary schools. This article analyzes general education teachers’ views on Across the four schools, teachers were committed to …
Authors: Sylvia C. Lang, Patrick J. Kumke, Erin L. Cowell, and Corey E. Ray April 2003, 21 pp. Abstract: This study examined Students with and without disabilities completed math and reading achievement tests with and without accommodations. Students, parents, and teachers then completed questionnaires to share their views on the use of testing accommodations. Significant …