Category: Working Papers

Authors: Ross J. Benbow and Changhee Lee October 2020, 53 pp. Abstract: Scholars recognize that K–12 teachers’ social interactions, particularly within teaching-focused relationships, are important to professional development. This is true whether discussions take place in formal or informal settings. Few studies, however, seek to link the teaching-focused relationships of college faculty directly to their …

Authors: Matthew T. Hora, Matthew Wolfgram, Zi Chen, Jiahong Zhang, and Jacklyn John Fischer September 2020, 34 pp. Abstract: Internships are widely promoted extra-curricular experiences that can have positive impacts on student outcomes, yet how specific elements of internships contribute to these outcomes and facilitate learning is understudied. In this sequential mixed-methods study, we use …

Authors: Peter Goff, Eunji You, Lydia Gandy-Fastovich, Minseok Yang, Lena Batt, Xin Xie, and Hyunwoo Yang July 2020, 32 pp. Abstract: By coupling statewide vacancy/application records with administrative data, we find that activity on the teacher labor market is substantially greater than previously documented, with 53% of novice teachers searching for new positions after their …

Authors: Minseok Yang, Se Woong Lee, and Peter Goff May 2020, 23 pp. Abstract: Although numerous studies confirm the importance of school principals, schools often experience high turnover rates and principal shortages. However, we know little about the staffing challenges in rural schools and what prompts applicants to apply for and be hired for principalship. …

Authors: Matthew Wolfgram, Tamanna Akram, and Brian Vivona May 2020, 26 pp. Abstract: Research shows that college internships yield academic, economic, and professional benefits. However, the ability to locate and participate in internships is not equitable across all student demographic and socioeconomic spectrums. There are multiple complex barriers to internship participation for students with low …

Authors: Diep Nguyen and Nancy Commins May 2020, 18 pp. Abstract: This working paper provides insights into how all teachers can provide linguistically and culturally responsive and equitable education for all students by orchestrating instruction to meet their varying socioemotional, cultural, linguistic and academic needs. Grounded in social justice, the Cultural, Linguistic, Equity, and Responsiveness …

Authors: Peter Goff, Hyunwoo Yang, Minseok Yang, Lena Batt, Xin Xie, and Eunji You March 2020, 24 pp. Abstract: This study introduces a new approach to measure the effectiveness of teacher preparation programs at U.S. universities (TPP) by examining the extent to which TPPs produce employable teacher candidates. We use teacher application data in Wisconsin public …

Authors: Matthew T. Hora and Changhee Lee March 2020, 37 pp. Abstract: Competencies known variously as “soft” or “21st century skills” are increasingly linked to college students’ academic and career success, and faculty with industry experience are hypothesized to be uniquely qualified to teach these skills. Yet little research exists on this topic. In this …

Authors: Rita MacDonald, David Crowther, Melissa Braaten, Wendy Binder, Justine Chien, Troy Dassler, Tricia Shelton, and Jennifer Wilfrid February 2020, 10 pp. Abstract: The National Research Council’s 2012 Framework for K-12 Science Education states that science education should “provide all students with the background to systematically investigate issues related to their personal and community practices …

Authors: Matthew T. Hora, Matthew Wolfgram, Zi Chen December 2019, 37 pp. Abstract: Internships are widely perceived as a “high-impact practice” that opens the doors of opportunity for college students, yet little is known about obstacles to participation. Instead, educators and employers too often view participation as unproblematic, with many postsecondary institutions beginning to mandate …