School of Education | University of Wisconsin–Madison
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: …
Authors: Timothy Grant and Mitchell J. Nathan August 2008, 22 pp. Abstract: Confidence intervals are an attractive means of conveying experimental results, as they contain a considerable amount of information in a concise format. This paper examines two competing metaphors for confidence intervals — as revealed in students’ speech and gestures during interviews — for …
Author: Anthony Milanowski June 2008, 31 pp. Abstract: Discussions about teacher pay in comparison to pay in other occupations have used a variety of bases to identify comparable occupations, ranging from educational level to tested literacy level. This paper reports on the results of a study using information from the U.S. Department of Labor’s O*NET …
Authors: Matthew Clifford and Susan B. Millar, with Zachary Smith, Matthew Hora, Laura DeLima June 2008, 22 pp. Abstract: Federal programs, such as the National Science Foundation’s Math and Science Partnership program, are promoting partnerships between K–12 school districts and higher education institutions (K–20 partnerships) in hopes of fostering greater alignment and cooperation among participating …
Authors: H. Gary Cook, Tim Boals, Carsten Wilmes, and Martín Santos April 2008, 41 pp. Abstract: Title III of the No Child Left Behind Act of 2001 (NCLB) requires state education agencies to develop progress and attainment benchmarks for school districts, called annual measurable achievement objectives (AMAOs), for English language learners (ELLs). AMAOs must be …