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.


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.


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.


WIES Lecture | Design for Social Impact: Guerilla Projections with a Graphic Witness

March 6, 2019

Learn the basics of hacking advertising as a means of social and political awareness from Adam DelMarcelle. He will discuss the first amendment and how it can be utilized to challenge the social status quo.


CAG Lecture & ITP Seminar | Identity, Engagement & Learning Math: Unpacking the Process of Becoming

March 1, 2019

Drawing on findings from recent studies, Jennifer Langer-Osuna explores social interactions that are linked to how students develop their identities in collaborative classrooms. In particular, she focuses focus on: collaborative problem-solving, positioning and how students negotiate who they are and can become when doing mathematics together. The talk will close with a discussion of classroom practices that foster robust connections between identity, engagement and learning mathematics


Astronomy Society Pushes for Diversity in US PHD Programmes

February 21, 2019

This article in the journal Nature describes the final report of the American Astronomical Society’s task force on diversity and inclusion in astronomy graduate education. WCER researcher Christine Pfund, director of the Center for Improvement of Mentored Experiences in Research (CIMER), is one of the 12 authors of the report, which recommends that graduate programs in astronomy partner with universities graduating high levels of underserved undergraduate students, hold department-wide discussions focusing on the barriers that face underrepresented students who advance to graduate study, and make their departments more welcoming to diverse students.