WCER Working Papers
The WCER Working Paper Series shares research in progress, early findings, and methodological developments from WCER researchers. These papers are intended to support timely dissemination and encourage discussion among researchers, practitioners, and policymakers.
This series reflects WCER’s commitment to advancing knowledge and supporting evidence-informed decision making.
WCER accepts submissions from UW–Madison researchers with a connection to the WCER mission.
Browse the WCER working papers below, dating back to 2020, covering a wide range of topics investigated by WCER researchers and others at UW–Madison advancing education research.
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Tool to Evaluate Language Complexity of Test Items
Authors: H. Gary Cook, Rita MacDonald July 2013, 44 pp. Abstract: This working paper describes a language complexity rubric and provides a description and sample rating materials for that rubric. Together, these items comprise a method, or tool, for…
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Online Instruction Hyper Textbook as Personal Environment
Authors: Francois Victor Tochon, A. Cendel Karaman, Celile Eren Ökten June 2013, 34 pp. Abstract: This paper focuses on creating an instructional hyper textbook that serves as a personal environment for learning a less-commonly taught language. The study aims…
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Collaborating with States on Professional Development Planning
Authors: Daniella Molle, Christy Reveles May 2013, 25 pp. Abstract: This study investigated a 2012 coaching process in which state educational representatives (SEAs) from six states were coached by staff from the World-Class Instructional Design and Assessment (WIDA) consortium.…
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Exploring the Dynamics of Organizational Learning: How an Instructional Reform Effort Influenced Teaching-Related Organizational Memory Processes
Authors: Matthew T. Hora, Anne-Barrie Hunter April 2013, 24 pp. Abstract: Widely used in the organizational sciences, “organizational learning” is a theoretical framework that refers to the processes whereby organizations change and evolve over time in light of new…
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A Review of Classroom Observation Techniques Used in Postsecondary Settings
Authors: Matthew T. Hora, Joseph J. Ferrare February 2013, 17 pp. Abstract: Classroom observation is a method of directly observing teaching practice as it unfolds in real time, with the observer or analyst taking notes and/or coding instructional behaviors…
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The Role of Cognitive Validity Testing to Understand Leadership Practice in the Development of CALL, the Comprehensive Assessment of Leadership for Learning
Authors: Mark H. Blitz, Jason Salisbury December 2012, 18 pp. Abstract: The Comprehensive Assessment of Leadership for Learning (CALL) is an online task-based assessment of distributed instructional leadership. In Year 2 of a 4-year grant, CALL researchers piloted the…
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A Situative Analysis of the Relationship Between Faculty Beliefs and Teaching Practice: Implications for Instructional Improvement at the Postsecondary Level
Author: Matthew T. Hora October 2012, 35 pp. Abstract: This exploratory study investigates the relationship between faculty beliefs and teaching, focusing on the role of cognitive and organizational factors in mediating this dynamic. Interviews and observations with 56 science…
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Teaching the Way They Were Taught? Revisiting the Sources of Teaching Knowledge and the Role of Prior Experience in Shaping Faculty Teaching Practice
Authors: Amanda Oleson, Matthew T. Hora September 2012, 26 pp. Abstract: Little is known about the origins of faculty knowledge for teaching. In this exploratory study, we interviewed and observed 53 faculty, finding that faculty not only “teach the…
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System-Wide Reform in Science: Student-Centered Inquiry at Scale, Part II
Authors: Eric J. Osthoff, Vansa Shewakramani, Kimberle A. Kelly July 2012, 46 pp. Abstract: This paper uses an organizational resources framework to explore the complex interactions among district context, school capacity, and reform vision and design for implementing science…
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Technologies for Education and Technologies for Learners: How Information Technologies are (and Should Be) Changing Schools
Authors: Rich Halverson, R. Benjamin Shapiro May 2012, 30 pp. Abstract: Technologies for educators have flourished in schools by focusing on data-driven accountability practices. Technologies for learning, such as video games, social networking and digital media, have transformed our…
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Browse more publications from WCER researchers, including journal articles, books, and chapters focused on evidence-based education research.
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