Easing the middle school transition
August 11, 2019 | By Tribune News Service
Guam Daily News carries coverage of a study by WCER scientist Geoffrey D. Borman and his team showing how proactively addressing transition anxieties can lead to higher grades, better attendance and fewer behavioral problems for sixth graders starting middle school.
What I learned when I studied six Chicago schools transforming to personalized learning environments
August 11, 2019 | By Rich Halverson
As a guest author in the newsletter Getting Smart, University of Wisconsin School of Education Professor Rich Halverson describes the benefits of personalized learning he witnessed during a study of six Chicago public schools involved with LEAP Innovations, a national organization that connects innovation and education to transform how students learn.
WIDA goes global
August 1, 2019 | By Lynn Armitage
In 2008, the Shanghai American School contacted Timothy Boals, executive director of the WIDA Consortium at WCER, about using WIDA’s acclaimed research-based standards and assessments to help English-language learners. “A teacher there had used our language development tools in the States and recommended them,” Boals recalls the conversation that unofficially launched the WIDA International School Consortium. Today, WIDA’s international program has pioneered the improvement of teaching and learning for multilingualism around the world. It has grown into a worldwide ELL network of more than 400 accredited preK-12 international schools where English is the language of instruction, in more than 100 countries.
Positive messaging early in the school year can help sixth graders transition to middle school
July 31, 2019 | By Negassi Tesfamichael
Madison's Capital Times newspaper featured the new study from WCER's Geoffrey Borman and his research team, which found that proactive positive messaging intended to spur a sense of belonging helps young adolescents handle the transition to middle school.
These Academics Spent $1.35 To Make Middle School Less Awful. Here’s How.
July 31, 2019 | By Belinda Luscombe
Time magazine interviews WCER's Geoffrey D. Borman about his team's study showing that proactively addressing 6th graders' middle school transition worries with two sessions of brief, inexpensive messaging early in the school year can lead to a lasting record of higher grades, better attendance and fewer behavioral problems.
Study Shows Power of Refocusing Student Stress in Middle School Transition
July 30, 2019
Science website Phys.org carries a recent WCER news release in full about a new study by WCER scientist Geoffrey D. Borman and his team showing how proactively addressing transition anxieties can lead to a lasting record of higher grades, better attendance, and fewer behavioral problems for sixth graders embarking on their stressful first year of middle school.
Power of Refocusing Student Stress in Middle School Transition
July 30, 2019
Website ScienceDaily.com carries a recent WCER news release in full about a new study by WCER scientist Geoffrey D. Borman and his team showing how proactively addressing transition anxieties can lead to a lasting record of higher grades, better attendance, and fewer behavioral problems for sixth graders embarking on their stressful first year of middle school.
Study Shows Power of Refocusing Student Stress in Middle School Transition
July 29, 2019 | By Karen Rivedal, WCER Communications
A new study by education researchers at the University of Wisconsin−Madison shows that proactively addressing students’ anxieties with clear and cost-effective messaging early in the school year can lead to a lasting record of higher grades, better attendance, and fewer behavioral problems for sixth graders embarking on their stressful first year of middle school.
Fear of a Black Mermaid
July 9, 2019 | By Ellen McGirt
Writing in Fortune about the controversy of a Black actress being cast to play the lead role in "The Little Mermaid," Ellen McGirt references Gloria Ladson-Billings and her paper, "Just What Is Critical Race Theory and What’s It Doing In a Nice Field Like Education?"
‘We Care for Dane Kids’ Team, Including WCER’s Graue, Wins 2nd Place, $400K to Raise Family Incomes
July 3, 2019 | By Karen Rivedal
A campus-community partnership including WCER’s Beth Graue is one of two teams from UW-Madison to win funding in a national competition aimed at developing innovative ideas to expand and strengthen the U.S. middle class.
$1.8 Million Grant Expands Study of College Internships & How Students of Color Enter Workforce
June 25, 2019 | By Janet L. Kelly
Over the next two years, a team of education researchers at the University of Wisconsin–Madison will use a new $1.8 million grant to learn significantly more about college internships and how students of color enter the workforce from college. A CCWT research team led by Matthew T. Hora will add six institutions serving students of color to expand Hora's College Internship Study to the first nationwide investigation of the topic.
Study Shows Mixed Test Results For Technology In Classrooms
June 17, 2019 | By Shamane Mills
Rich Halverson, professor of leadership and policy analysis at the University of Wisconsin--Madison, was interviewed by Wisconsin Public Radio about a study that found Wisconsin fourth graders who used tablets in most classes had reading scores nine points lower on a standardized test than those who didn’t use tablets in class.
Low Internship Participation Indicates A Need For Change
June 14, 2019 | By Jackson Schroeder
WCER researcher Zi Chen was interviewed for a report on The University Network (TUN) about on a new CCWT working paper on barriers to college internships that was co-authored by Chen and CCWT Director Matthew T. Hora, with graduate students Emily Parrott and Pa Her, plus study collaborators Mindi Thompson and Matthew Wolfgram.
UW-Madison Study Recommends Closer Look at ‘Long-Term English Learner’ Label
June 13, 2019 | By Susan Endress
After finding a wide difference across states, researchers at the University of Wisconsin are recommending more research be done on how students are classified as “long-term English learners” — those who haven’t reached proficiency in the language after at least five years in a U.S. school.
Apply for Funding Up to $30K to Study Early Childhood Education by July 15
June 12, 2019
The Center for Research on Early Childhood Education (CRECE) is offering two funding opportunities of up to $30K each to UW--Madison faculty and research staff interested in studying early childhood education. Applications are due July15 with more information available here: https://crece.wceruw.org/funding-opportunities/
