School of Education | University of Wisconsin–Madison
Authors: H. Rose Miesner, Elizabeth E. Blair, Chiara C. Packard, Maria Velazquez, Lyn Macgregor, Eric Grodsky September 2019, 26 pp. Abstract: Teacher collaboration is a key factor in improving instructional quality and promoting student achievement. Though research attests to the importance of school contextual elements for teachers’ work, few studies investigate how these factors interact …
Authors: Steven Kimball, Jessica Arrigoni, Herb Heneman, Elisabeth Geraghty, Daniel Marlin, Bradley Carl, Curtis Jones, Elizabeth Cain, Anthony Milanowski, Katharine Rainey August 2019, 36 pp. Abstract: Major teacher evaluation changes have occurred across the nation during the past decade. Pressed by federal education initiatives and encouraged by research on promising teacher evaluation practices, states and …
Authors: Matthew T. Hora, Emily Parrott, Pa Her July 2019, 31 pp. Abstract: Internships are a widely touted co-curricular activity that may enhance students’ employability, their future wages, and employer talent needs. However, how students themselves understand and conceptualize the internship experience is poorly understood. Understanding students’ perceptions of internships matters because debates about employability …
Authors: Rich Halverson, Erica Rosenfeld Halverson May 2019, 23 pp. Abstract: How can we see education research as a coherent body of inquiry? The naturally occurring diversity of epistemologies and methods gives education research the appearance of discord. In this paper, we propose that all of these various methods, questions, and interpretive frameworks of education …
Authors: Tameka Porter, H. Gary Cook, Narek Sahakyan May 2019, 16 pp. Abstract: The authors illustrate models and procedures that can be applied to calculate overall composite scores in order to identify an indicator of English language proficiency, based on composite scores for English learners with 504 or individualized education plans who are missing one …
Authors: Peter Goff, Xin Xie, Minseok Yang, Lena Batt, Lydia Gandy-Fastovich, Yasmin Rodriguez-Escutia, Hyunwoo Yang, Eunji You March 2019, 26 pp. Abstract: This study develops, validates, and applies a typology of teachers using labor market data. We construct our typology by applying a correlated topic model to 17,000 personal statements teachers submitted as part of …
Authors: Matthew T. Hora, Zi Chen, Emily Parrott, Pa Her March 2019, 27 pp. Abstract: Internships for college students are widely promoted as a “high-impact” practice, yet the academic literature is limited by terminological imprecision, lack of data on intern demographics, and insufficient attention to the impacts of program format on student academic and developmental …
Author: Caktus Group December 2018, 78 pp. Abstract: This report is a companion piece to WCER working paper 2018-14, “A Cyberinfrastructure for Design-Based Research: A Collaborative Design Project Proposal.” That paper stressed that the educational research community would be well served by a mutually created cyberinfrastructure that encourages and supports engagement by multiple design-based researchers …
Authors: Sharon J. Derry, Alan Hackbarth, Sadhana Puntambekar December 2018, 21 pp. Abstract: Like numerous others before us, we argue that the educational research community would be well served by a mutually created cyberinfrastructure that encourages and supports engagement by multiple design-based researchers in working toward answers to important theory-driven research questions, moving our field …
Authors: Peter Goff, Yasmin Rodriguez-Escutia, Minseok Yang October 2018, 26 pp. Abstract: Representative bureaucracy suggests that supervisors are representative of their employees, based in part on shared values and identity. In education, we often observe representative asymmetries among school principals and the teaching faculty, particularly by race. This study explores the ways in which race …