Girls Inc. Asks O’Keeffe Girls About Social Media

May 7, 2019   |   By Cora Kruzicki

Eastside News reports on a leadership class of sixth grade girls at O’Keeffe Middle School learning to research a social justice topic relevant to them; Annalee Good, co-director of the Wisconsin Evaluation Collaborative at the University of Wisconsin–Madison helped the girls learn how to hold a focus group, as well as write and administer a survey.


Toward an Understanding of Working Memory and Math Performance In and Out of the Classroom

May 2, 2019

Dana Miller-Cotto studies factors and opportunities that shape children’s readiness in math and science by applying a psychological, ecological systems theory. In this lecture, she will discuss her longitudinal research testing current theories about why working memory has long been associated with math performance. Her ongoing works tests such theories within various contexts, and focuses how these associations may differ according to important demographic variables.


RERIC Partners With Rural Wisconsin

May 1, 2019   |   By Lynn Armitage

Last fall, the Wisconsin Center for Education Research launched the Rural Education Research & Implementation Center, or RERIC (rare-ik)—a first-of-its-kind center in Wisconsin dedicated to improving educational outcomes for rural students, families and schools through rigorous, partnership-based research.


Metacognitive Awareness of Estimation Across the Lifespan

May 1, 2019

Clarissa Thompson explores awareness of whole number and fraction estimation in children and adults and how this awareness impacts their later decisions.She investigates whether confidence judgments are more strongly related to actual performance or perceived familiarity with numbers. She also will discuss the educational implications of metacognitive awareness in mathematics.


CCWT Spring Seminar Series:  Participatory Action Research as a Grassroots Challenge

April 29, 2019

Gary L. Anderson dicusses Participatory Action Research (PAR), which is growing in popularity due to its commitment to doing research with rather than on or for participants, its potential for challenging policy and practice from the bottom-up, and its multiple goals of knowledge generation, concrete action and critical pedagogy.


WCER Evaluators Find Literacy Program for Low-Income Kids Creates ‘Safe Place’ for Learning

April 25, 2019   |   By Karen Rivedal

Odyssey Junior is wrapping up its third full year offering a literacy and arts enrichment program for low-income children in Madison, with WEC evaluators monitoring its progress every step of the way. The program, a campus-community hybrid, aims for continuous improvement fostered by ongoing evaluation.


Gloria Ladson-Billings, Educator and Theorist, Named Towson University Commencement Speaker

April 23, 2019   |   By Libby Solomon

The Baltimore Sun reports that Gloria Ladson-Billings, an educator and theorist whose work focuses on educating African-American students, will be Towson University’s spring commencement speaker.The professor at the University of Wisconsin-Madison, who is also president of the National Academy of Education, will speak at the College of Education’s commencement ceremony on May 22.


Why We Should Focus More On Refugees’ Goals In Higher Education

April 22, 2019   |   By Rachel Vasquez

For refugees resettling in the U.S. a big emphasis is on finding a job and finding one quickly. Wisconsin Public Radio’s Central Time talks with Matt Wolfgram, assistant director of the Center for Research on College to Workforce Transitions in UW-Madison School of Education’s Wisconsin Center for Education Research. A linguistic anthropologist of education, he says some could benefit from a shared focus on higher education.


Why the Educational Dreams of Refugees Get Put on the Back Burner

April 18, 2019   |   By Matthew Wolfgram and Isabella Vang

In an invited piece for WisContext.org, CCWT researchers Matt Wolfgram and Isabella Vang share key findings and some back story from their recent study of how federal resettlement policy emphasizing immediate employment can work against refugees’ bid for higher education.


Madison Community Schools Look to Be An ‘Extension of Home’

April 14, 2019   |   By Chris Rickert

WCER’s Annalee Good was quoted in a story in the Wisconsin State Journal about whether and how students and parents are benefiting more than two years after the Madison School District launched community schools.

“One of the central tenets of community schools is around changing the power structures on whose voices are engaged,” Good said, as the structure of traditional schools “privileges white youth and families.”


6 Reasons You Can’t Design Great Learning Games without Teachers

April 11, 2019   |   By Field Day Lab

In Medium, WCER’s Field Day Lab shares key reasons why great teachers are the “secret ingredient” in all great learning games. Because they understand the pressures of the classroom, know the standards and know their students are just a few of them.


WIES Lecture | Developing and Testing Interventions to Increase Racial Equity in School Discipline

April 11, 2019

Kent McIntosh shares details of a deliberate, theory-driven line of research producing rare and promising empirical data on school interventions that reduce the disproportionality of exclusionary discipline practices directed at students of color.


CCWT | Managing Transitions from College to Work: The ‘Employability’ and Career Readiness Challenge

April 10, 2019

In this lecture, hosted by the Center for Research on College to Workforce Transitions (CCWT), Michael Tomlinson provides a critical overview of the problem and construct of college graduates’ employability. He charts its evolution and the ways in which it has been conceptually and politically applied in understanding macro-level changes between higher education systems and the labor market.


U.S. Educators Will Meet in Madison to Help Close Gaps for Students of Color

April 9, 2019   |   By Karen Rivedal

Teachers, principals and school district leaders from across the United States will meet April 15-16 for the 2019 Minority Student Achievement Network (MSAN) Institute at the Madison Concourse Hotel to take on one of education’s most critical and persistent problems.


Personalized Learning Advice From a Learning Scientist: 5 Questions K-12 Leaders Should Be Asking

April 8, 2019   |   By Benjamin Herold

Education Week reports on a presentation made by Richard Halverson, a long-time professor of education leadership and policy analysis at the University of Wisconsin-Madison, at the AERA 2019 Annual Meeting. He presented the findings of a research team he led in 2015 to identify what personalized learning looked like in 20 of the state’s public schools.