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.
WIES Lecture | Proportional Reasoning: From Symbolic Formalizations to Early Intuitions
April 3, 2019
Michelle Hurst investigates how people think about relations between quantities, including ratios, proportions and simple comparisons like “less” and “more." She will demonstrate how people’s proportional reasoning differs across distinct kinds of representations, and contrast how younger children lacking formal knowledge of fractions rely on their intuition when considering proportion.
Carl A. Grant Scholars | Using Critical Design Thinking to Create Emancipatory Research Agenda
April 1, 2019
Lesley-Ann Noel shares her passion for emancipatory research and design in this lecture. She introduces key concepts such as the principles of design, design thinking and emancipatory research and illustrates how she has developed her own personal design and research agenda based on an emancipatory philosophy. Finally, she guides the audience in considering how they can create an emancipatory research agenda for themselves.
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.
