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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Middle School Students’ Conceptual Understanding of Equations: Evidence From Writing Story Problems
Authors: Martha W. Alibali, Alayna N. Brown, Ana C. Stephens, Yvonne S. Kao, Mitchell J. Nathan April 2009, 17 pp. Abstract: This study investigated middle school students’ conceptual understanding of algebraic equations. Participants in the study — 257 sixth-…
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District-Wide Reform of Mathematics and Science Instruction: Case Studies of Four SCALE Partner Districts
Author: William H. Clune March 2009, 25 pp. Abstract: This paper synthesizes case studies of four districts that implemented multifaceted reforms to offer rigorous instruction in mathematics and science for all students as part of a National Science Foundation–supported…
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Instituting Change in Classroom Discourse Structure: Human and Computer-Based Motif Analysis
Authors: Mitchell J. Nathan, Suyeon Kim and Timothy S. Grant February 2009, 18 pp. Abstract: We compared the structure of discussions in a middle school mathematics classroom before (Year 1) and after (Year 2) teacher participation in professional development…
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Policy Effectiveness of Interim Assessments in Providence Public Schools
Authors: William H. Clune and Paula A. White October 2008, 50 pp. Abstract: Many urban districts have adopted interim assessments in recent years as a supplement to annual testing. Possible purposes for such tests include monitoring and assisting student…
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Learning to Read Across Time: Negotiations and Affiliations of a Reader, Grades 1-8
Author: Catherine Compton-Lilly October 2008, 29 pp. Abstract: A case study of one child, Alicia, explores how children’s identities as readers are constructed over time as they move through school. Attention to time helps us see how students draw…
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A Final Case Study of SCALE Activities at UW–Madison: The Influence of Institutional Context on a K-20 STEM Education Change Initiative
Authors: Matthew T. Hora and Susan B. Millar September 2008, 84 pp. Abstract: This qualitative case study reports on processes and outcomes of the National Science Foundation (NSF)–funded System-Wide Change for All Learners and Educators (SCALE) project at the…
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Students’ Conceptual Metaphors Influence Their Statistical Reasoning About Confidence Intervals
Authors: Timothy Grant and Mitchell J. Nathan August 2008, 22 pp. Abstract: Confidence intervals are an attractive means of conveying experimental results, as they contain a considerable amount of information in a concise format. This paper examines two competing…
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Using Occupational Characteristics Information from O*NET to Identify Occupations for Compensation Comparisons with K-12 Teaching
Author: Anthony Milanowski June 2008, 31 pp. Abstract: Discussions about teacher pay in comparison to pay in other occupations have used a variety of bases to identify comparable occupations, ranging from educational level to tested literacy level. This paper…
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K–20 Partnerships: Literature Review and Recommendations for Research
Authors: Matthew Clifford and Susan B. Millar, with Zachary Smith, Matthew Hora, Laura DeLima June 2008, 22 pp. Abstract: Federal programs, such as the National Science Foundation’s Math and Science Partnership program, are promoting partnerships between K–12 school districts…
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Issues in the Development of Annual Measurable Achievement Objectives for WIDA Consortium States
Authors: H. Gary Cook, Tim Boals, Carsten Wilmes, and Martín Santos April 2008, 41 pp. Abstract: Title III of the No Child Left Behind Act of 2001 (NCLB) requires state education agencies to develop progress and attainment benchmarks for…
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