School of Education | University of Wisconsin–Madison
Author: David Williamson Shaffer August 2005, 22 pp. Abstract: Multiculturalism is an essential tool for democratic citizenship in a world made ever more closely interconnected by information technologies. In this paper, I propose a model for progressive multicultural education in the computer age. I begin by describing the Pragmatic Progressive model of learning implicit in …
Authors: David Williamson Shaffer, Kurt R. Squire, Richard Halverson, and James Paul Gee June 2005, 13 pp. Abstract: Will video games change the way we learn? We argue here for a particular view of games — and of learning — as activities that are most powerful when they are personally meaningful, experiential, social, and epistemological …
Author: David Williamson Shaffer June 2005, 50 pp. Abstract: This paper examines how middle school students developed understanding of transformational geometry through design activities in Escher’s World, a computationally rich design experiment explicitly modeled on an architectural design studio. Escher’s World was based on the theory of pedagogical praxis (Shaffer, 2004a), which suggests that preserving …
Authors: Jennifer L. White, Craig A. Albers, James C. DiPerna, Stephen N. Elliott, Thomas R. Kratochwill, and Andrew T. Roach March 2005, 29 pp. Abstract: Cost analysis has become an important educational decision-making tool in recent years, as educators are being asked to do more with less funding and to provide tangible evidence of the …
Authors: Andrew T. Roach, Stephen N. Elliott September 2004, 22 pp. Abstract: This paper provides an overview of the methods and results of alignment analyses and standard-setting procedures used in investigations conducted during the development of alternate assessments in two states: Wisconsin and Idaho. To meet the assessment and accountability mandates contained in the Individuals …
Authors: Thomas R. Kratochwill, Elisa Steele Shernoff December 2003, 24 pp. Abstract: We present an overview of issues related to evidence-based practice and the role that the school psychology profession can play in developing and disseminating evidence-based interventions (EBIs). Historical problems relating to the recurring debate about the integration of research into practice are presented …
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 …