School of Education | University of Wisconsin–Madison
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 …
Authors: Mark H. Blitz, Jason Salisbury December 2012, 18 pp. Abstract: The Comprehensive Assessment of Leadership for Learning (CALL) is an online task-based assessment of distributed instructional leadership. In Year 2 of a 4-year grant, CALL researchers piloted the survey in six schools in Wisconsin in order to test and refine the survey instrument. Through …
Author: Matthew T. Hora October 2012, 35 pp. Abstract: This exploratory study investigates the relationship between faculty beliefs and teaching, focusing on the role of cognitive and organizational factors in mediating this dynamic. Interviews and observations with 56 science and math faculty are analyzed using thematic and cluster analysis techniques. Results indicate that faculty hold …
Authors: Amanda Oleson, Matthew T. Hora September 2012, 26 pp. Abstract: Little is known about the origins of faculty knowledge for teaching. In this exploratory study, we interviewed and observed 53 faculty, finding that faculty not only “teach the way they were taught” but also draw on knowledge derived from their experiences as researchers, instructors, …
Authors: Eric J. Osthoff, Vansa Shewakramani, Kimberle A. Kelly July 2012, 46 pp. Abstract: This paper uses an organizational resources framework to explore the complex interactions among district context, school capacity, and reform vision and design for implementing science inquiry instructional reform at scale in the nation’s second-largest school district. The analysis uses interview data …
Authors: Rich Halverson, R. Benjamin Shapiro May 2012, 30 pp. Abstract: Technologies for educators have flourished in schools by focusing on data-driven accountability practices. Technologies for learning, such as video games, social networking and digital media, have transformed our experience of learning outside of schools. Here we argue that we can bring the lessons of …