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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What Do We Know About Instruction From Large-Scale National Surveys?
Authors: Eric M. Camburn and Seong Won Han February 2008, 37 pp. Abstract: Given the vitally important role of instruction in student learning, valid, generalizable evidence is needed by policymakers, researchers, and practitioners. Surveys are commonly used to measure…
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K–20 Partnership: A Definition and Proof of Concept
Authors: Matthew Clifford and Susan Millar December 2007, 35 pp. Abstract: School districts and institutions of higher education (IHEs) have historically attempted to improve K–12 instructional quality and student performance in relative isolation from each other, and with limited…
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Doctoral and Postdoctoral STEM Teaching-Related Professional Development: Effects on Training and Early Career Periods
Authors: Jana Bouwma-Gearhart, Susan Millar, Shihmei Barger, Mark Connolly October 2007, 40 pp. Abstract: Teaching-related professional development (TPD) projects aimed at aspiring college/university educators (ACEs) have emerged in the U.S. in the last decade, partially in response to calls…
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A Preliminary Case Study of SCALE Activities at the California State University, Northridge: Factors Influencing Change Initiatives in STEM Undergraduate Education, Teacher Training, and Partnerships with K–12 Districts
Authors: Matthew T. Hora and Susan B. Millar September 2007, 66 pp. Abstract: This report of the National Science Foundation–funded SCALE Institutions of Higher Education (IHE) Case Studies line of work provides preliminary findings about SCALE activities at the…
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Solidarity in Community: Encouraging Positive Social and Academic Behaviors in Urban African American Children
Authors: Jeffrey L. Lewis, Eunhee Kim, Angel Gullón-Rivera, Lauren Woods September 2007, 26 pp. Abstract: We still have much to learn about how effective teachers promote positive social and academic behaviors in urban African American children. Through an analysis…
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Family and Contextual Socioeconomic Effects Across Seasons: When Do They Matter for the Achievement Growth of Young Children?
Authors: James G. Benson and Geoffrey D. Borman August 2007, 49 pp. Abstract: Researchers have disagreed about the extent to which differences in achievement based on socioeconomic status (SES) accumulate during the school year as compared to the summer,…
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Regulation of Teacher Elicitations and the Impact on Student Participation and Cognition
Authors: Mitchell J. Nathan and Suyeon Kim July 2007, 33 pp. Abstract: This descriptive study analyzes instructional conversation in a middle school mathematics class. We set out to investigate how teachers regulate student participation in classroom discussions and how…
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Formative Feedback and the New Instructional Leadership
Authors: Richard Halverson, Reid B. Prichett, and Jeffery G. Watson May 2007, 30 pp. Abstract: Formative feedback systems live at the heart of systemic school improvement efforts. Without accurate and timely information on the results of intended interventions, school…
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A Preliminary Case Study of SCALE Activities at the University of Wisconsin–Madison: Factors Influencing Change Initiatives in STEM Undergraduate Education, Teacher Training, and Partnerships with K-12 Districts
Authors: Matthew T. Hora and Susan B. Millar February 2007, 54 pp. Abstract: This report on the SCALE Institutions of Higher Education (IHE) case studies line of work provides preliminary findings about SCALE activities at the University of Wisconsin–Madison.…
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The Roles and Practices of Student Services Staff as Data-Driven Instructional Leaders
Authors: Richard Halverson and Christopher N. Thomas February 2007, 22 pp. Abstract: Instructional leadership in K–12 schools is changing dramatically as schools seek to satisfy the demands of high-stakes accountability policies. In this paper, the authors argue that the…
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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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