Sandra Rutherford and colleagues work to improve climate literacy in the Great Lakes region

Educators need data systems that will better document the implementation history of complex cyberlearning interventions, including their contexts, rationale, iterations and outcomes.

There are many models of success at minority-serving institutions, including Historically Black Colleges and Universities, Hispanic-serving institutions, and Tribal colleges and universities.

A report from the National Research Council sets out three goals for U.S. K-12 STEM education.

Eric Knuth and Amy Ellis investigate the ways middle school and high school students, undergraduate students, and mathematicians think about the examples they use when developing, exploring, and proving conjectures.

Sara Goldrick-Rab and colleagues are reviewing research evidence and developing products to support the What Works Clearinghouse, primarily in the area of postsecondary education

Experts on the teaching and learning of language by minority students convened in Madison from Oct. 9 to 12 for a conference funded by the American Education Research Association and WCER.

Makerspaces are emerging, informal sites for creative production in art, science, and engineering where people of all ages blend digital and physical technologies to explore ideas, learn technical skills, and create new products.

When WIDA released its 2012 Amplification of the English Language Development Standards in August, the organization’s leadership knew educators would be excited to see the latest on methods for teaching English language learners.

David Williamson Shaffer and Naomi Chesler continue to develop a toolkit for measuring how students think about problems in science, technology, engineering, and math (STEM) subjects.

Undergraduates are switching from STEM majors at a rate largely unchanged despite efforts over the past 15 years to improve college science teaching.

WCER researchers are helping the Wisconsin Department of Public Instruction design model teacher and principal evaluation systems for the State.

Since 2007, middle school students in Waunakee, Wisconsin have made strong gains in science achievement as a result of using a technology-enriched learning environment.

Transana 2.51, a bug-fix release, is available.  Transana is software for professional researchers who analyze digital video and audio data.

Education Professor Jerlando Jackson is introducing undergraduates to research and evaluation of STEM-related projects and encouraging them to pursue graduate study in evaluation-related fields.

First-year engineering students stand to gain a more complete and accurate understanding of the engineering profession, specifically mechanical engineering, thanks to a novel computer simulation.

Rich Halverson and colleagues are beginning to open the “black box” of instructional practice and administrative decision-making in undergraduate STEM courses.

In a new project funded by the Institute for Educational Sciences, assistant professor Bonnie Doren and her team will seek a better understanding of the effects of poverty on key school and post-school outcomes in adolescents with disabilities.

A new project directed by Aydin Bal is working to form socially positive, academically rich, and inclusive school cultures in Wisconsin schools.

About 6% of school-aged children exhibit disruptive behaviors that cause problems in the classroom. Implementing evidence-based prevention and intervention can help these students, but only with buy-in by professionals.

Peter Steiner has received support from the Institute of Education Sciences to develop a theoretical background for matching designs and techniques with observational multilevel data and to derive guidelines for educational researchers who have already started using multilevel matching techniques in their analyses.

Adolescence is an important time for the development of political identity and engagement. Political experiences during this phase of life shape future engagement.

On Aug. 23 Professors Adam Gamoran and Lynn McDonald will present preliminary results from a federally funded study on systematically building social capital in Title I schools.

The Interdisciplinary Training Program in the Education Sciences prepares young education science scholars to provide solid evidence of “what works” in education.

A newly inaugurated study by UW-Madison education professor Beth Graue and colleague Sharon Ryan compares preK programs in New Jersey and Wisconsin.

Transana 2.50 is now available, offering new features.

In a newly funded project Amy Bellmore is identifying peer group factors that can be targeted to lessen the consequences of daily peer victimization.

School districts participating in the Wisconsin Statewide Value-Added project receive value-added estimates based on results from the Wisconsin Knowledge and Concepts Exam for their district and their schools compared to the state average.

In the current issue of BOSS Magazine, Gloria Ladson-Billings discusses the need to “grab this generation” of students.

Cathy Compton-Lilly finds that African American students and European American students who receive a complete Reading Recovery program have statistically comparable success rates.

Gloria Ladson-Billings said one aspect of Critical Race Theory that scholars have yet to fully develop is a robust agenda for social change.

Federal accountability provisions require states to establish accountability systems for English language programs in school districts that support EL students.

At the recent annual meeting of the American Educational Research Association Adam Gamoran and fellow panelists discussed models for scaling up innovations to a greater number of more diverse sites.

At the recent annual meeting of the American Educational Research Association Adam Gamoran and fellow panelists discussed models for scaling up innovations to a greater number of more diverse sites.

In this presentation recorded at last week's AERA annual meeting, Sara Goldrick-Rab discusses the opportunities and challenges of using social media as a pre- and post-tenure faculty member.

When families immigrate to the U.S. with limited English skills, parents often ask their children to translate and interpret for them.

A new study by Matthew Hora and Craig Anderson points to ways that higher education policymakers can encourage strong normative systems for interactive teaching.

A new technology-based assessment system for English language learners will measure student progress in attaining the academic English necessary to succeed in school and, ultimately, post-secondary studies and work.

A new book by Allan Odden shows how to maintain school excellence while overcoming budget cuts.

Mitchell Nathan has led the development of a new section in AERA (American Educational Research Association) for engineering and computer science.

WIDA staff are collaborating with the Illinois State Board of Education to develop and implement academic Spanish language development standards.

The Value Added Research project has entered Year 2 in a collaboration with the Tulsa Public Schools.

Steve Kimball and WCER colleagues are working with the Department of Public Instruction’s Educator Effectiveness Design Team to develop frameworks for teacher and principal evaluation.

Sandra Rutherford and colleagues are working to advance discovery and understanding of climate science.

Epistemic games, like those being developed at UW-Madison, help players learn the ways of thinking–the epistemologies–of professions.

Sara Goldrick-Rab has been appointed to The Century Foundation’s Task Force on Preventing Community Colleges from Becoming Separate and Unequal.

WCER and the Office of Education Outreach and Partnerships look forward to hosting staff from Wisconsin’s Cooperative Educational Service Agencies (CESAs) at our annual meeting 21 February.

The Center on Education and Work is collaborating with the National Collaborative on Workforce and Disability for Youth to evaluate the effectiveness of ILPs.

Naomi Chesler and colleagues in the Epistemic Games project developed a first-year engineering design course that meets the criteria and constraints of several traditional stakeholders.

Because it's important to create a strong mentoring environment for junior investigators in clinical and translational sciences, Christine Pfund and colleagues are testing the effectiveness of a research mentor training program.

Students and teachers in Grades 6-8 are piloting an approach to science instruction using a technology-rich interactive environment.

WCER researcher Robert Mathieu is among 3 UW–Madison scientists recently named fellows of the American Association for the Advancement of Science (AAAS).

Staff from the WIDA Consortium are beginning to develop Spanish language development standards for students in Pre-K through twelfth grade.

Kurt Squire and colleagues are testing the hypothesis that student understanding of life science will be enhanced if students participating in field trips employ mobile devices to collect and share data.

WCER researcher Elizabeth Bagley finds that mentoring via online chat is a viable method for mentoring in the context of such educational games.

WCER researcher Matthew Hora is a recipient of the Wisconsin Institutes for Discovery's Emerging Interfaces Award.

The School of Education continues its work to strengthen the relationship between research and practice.

Current work by Audrey Trainor will help researchers and teachers who design and implement transition education for youth with disabilities as they move from high school into adulthood.

Over the next five years, the Value Added Research Center will evaluate MCLP to determine how much of an impact it has on student reading achievement.

David Williamson Shaffer and colleagues are using a new method of STEM assessment called epistemic netowrk analysis.

Since 2003 the Center for the Integration of Research, Teaching and Learning (CIRTL) has prepared science graduate students at a handful of universities to be as bold and creative in the classroom as they are in their programs of research.

Play is a natural activity that young children use to explore and learn about their world, and how to function in it.

A new online assessments system is being developed for English learners (ELs), funded by a $10.5 million, four-year competitive grant from the U.S. Department of Education.

The decline in the number of U.S. college graduates with degrees in manufacturing engineering technologist and technician education (METTE)-related fields is an issue of national importance.

Rebecca Kopriva and colleagues are working to increase the accessibility and validity of science assessments for high school students with limited English proficiency.

Richard Halverson and Carolyn Kelley are working to improve 'leadership for learning' in schools by developing the next generation of on-line formative assessment tools.

Beth Graue, Meg Meyer, and colleagues are developing a professional development program to help teachers of 4-year-old kindergarten.

Bill Clune and WCER colleagues are evaluating an implementation of the Academic Youth Development (AYD) program.

Teamwork and collaboration are vital skills for students to master.

Sara Goldrick-Rab has received a Scholars Mentoring Award from the William T. Grant Foundation.

David Williamson Shaffer is among those scheduled to offer an online seminar for edWeb.net, a professional social network for the educators.

For the last three years, Sara Goldrick-Rab and Douglas Harris tracked a group of students who received grant money from the Fund for Wisconsin Scholars program, which provides a $3,500-a-year grant to some first-time, full-time students enrolled in the University of Wisconsin System.

Virulent is a new action and strategy computer game designed to teach key concepts in systems biology.

Mitchell Nathan has been appointed to a National Academy of Engineering/ National Academy of Sciences Committee on Integrated STEM Education.

The WIDMAR partnership has released a new online game, Virulent.

Policymakers and educators engaged in math and science reform are challenged to fully understand college level teaching practices.

Geoffrey Borman is evaluating two programs intended to address the problem of stereotype threat.

The WCER Working Paper Series has reached 81 publications and covers a variety of topics.

Students, college administrators, faculty, and staff are invited to interact with researchers, policymakers, advocates, and philanthropists to discuss the challenges facing the State of Wisconsin in its efforts to grow a college-educated workforce.

Mitchell Nathan recently participated in the first Latin American School for Education, Cognitive and Neural Sciences in San Pedro de Atacama, Chile.

WCER and School of Education faculty and staff are working to strengthen the school’s capacity for translational research.

The demand for graduates in science, technology, engineering, and math (STEM) fields continues to grow rapidly. Community colleges represent a unique opportunity to prepare a STEM workforce that reflects the diversity of the U.S. population.