News from WCER
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.
First Extensive Study of Long-Term English Learners Finds Significant Differences Across U.S.
April 16, 2019 | By Lynn Armitage
The broadest study ever undertaken of long-term English learners (LTELs) in U.S. public schools underscores the need to better understand how students receive this classification, and why the size of the LTEL population varies widely across and within states.
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.
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.
To Chair or Not to Chair?
March 19, 2019 | By Jerlando F.L. Jackson
In an article he penned for The Chronicle of Higher Education, Jerlando F.L. Jackson explores why a faculty member should decide “to chair or not chair” their department. Jackson is a professor of higher education, director and chief research scientist of the Wisconsin Equity and Inclusion Laboratory and currently chairs his department, Leadership and Policy Analysis, at the University of Wisconsin—Madison.
New Online Tools to Instruct and Assess English Learners with Significant Cognitive Disabilities
March 13, 2019 | By Lynn Armitage
In the world of K-12 English language proficiency assessment, a population of U.S. students is often overlooked, learners with significant cognitive disabilities. Now, groundbreaking instructional materials and guides are available to help educators understand alternate English language development and assessment for students who have diverse needs related to language and disability.
School Districts Getting Free Evaluation Tools Developed by UW-Madison Education Researchers
March 12, 2019 | By Karen Rivedal
WEC is helping to close a gap in state requirements by providing needed guidance on the crucial step of regularly evaluating the effectiveness of schools’ academic and career planning for students in grades 6-12.
New Study Finds Hmong American Undergraduates Feel ‘Invisible’ on UW-Madison Campus
February 19, 2019 | By Karen Rivedal
In their own words, Hmong American students at UW-Madison share hopes and concerns surrounding their undergraduate experience on campus.
Introducing CRECE (Cray-Say) at WCER
January 28, 2019 | By Lynn Armitage
Last year with support from the Wisconsin Center for Education Research, Beth Graue launched the Center for Research on Early Childhood Education (CRECE). Its missions is focused on equity, supporting cross-disciplinary research, conducting policy analyses and connecting teacher education directly to research. CRECE (pronounced “cray-say”) is quite an appropriate name for the new center. In Spanish, it means, “It grows.”
CIMER to Provide Mentoring Expertise in National STEM Diversity Campaign
January 18, 2019 | By Karen Rivedal
WCER’s CIMER will contribute to 40 percent of a $57 million National Science Foundation program designed to ramp up successful regional efforts to help diversify the STEM workforce nationally.
Changes Needed to Help Refugees in Wisconsin Access Higher Education
January 17, 2019 | By Karen Rivedal
A new study shows refugees who resettle in Wisconsin face a daunting array of barriers, both systemic and situational, in getting college degrees. But creative remedies could be developed, UW−Madison researchers say, to ease their path to higher education and then to better jobs.
A Capitol and Very Wisconsin Idea
December 12, 2018 | By Lynn Armitage
History can be a challenging subject to study, with so many names, dates and places to remember. But thanks to a new educational video game—“Jo Wilder and the Capitol Case”—created by UW–Madison’s Field Day Lab and Wisconsin Public Television, learning about history, specifically Wisconsin history, is “really cool,” says Camren Hokanson, a fourth-grader at Elmwood Elementary School in Elmwood who has played the game multiple times.
MSAN 2019 Institute: Call for Proposals Now Open
December 10, 2018
The call for proposals is now open for the 2019 MSAN Institute on Equity Leadership and Cultural Competence being held April 15-16 at The Concourse Hotel in Madison
Jackson to Receive Major Honor from ASHE
November 14, 2018
The Association for the Study of Higher Education (ASHE) recently announced its annual award winners leading up to the organization’s 2018 conference, and two faculty members with UW-Madison’s School of Education are receiving significant recognition.
Video Game Play Can Change Human Behavior in a Good Way
November 1, 2018
Brain Scans Show Innovative Sci-Fi Game Increases Empathy in Some Children