The UW-Madison's Center for the Integration of Research, Teaching and Learning (CIRTL) is a design experiment based on three core ideas: teaching-as-research, learning communities, and learning-through-diversity. This experiment includes graduate students, post-docs, faculty, and academic staff in all STEM departments at major research universities.

Developed by Lynn McDonald, Baby FAST, a prevention program for infants ages 0 to 3, applies the new brain research and builds social capital for new mothers.

Professor Sadhana Puntambekar designs and studies interactive technologies for helping middle school students learn science. Her CoMPASS project aims to understand the cognitive and contextual issues in integrating hypertext in design-based science classes.

WCER Working Paper No. 2004-1 provides an overview of the methods and results of alignment analyses and standard-setting procedures used in investigations conducted during the development of alternate assessments in two states: Wisconsin and Idaho.

From the perspective of teacher professional development, the long-term goal of reform in math and science education can be framed as the creation of environments where teaching becomes a generative activity.

Richard Halverson writes about a school principal and staff who rethought their curriculum and instruction to support students in heterogeneous environments and without disruptive pullout strategies.

UW-Madison education professor Jeffrey Lewis documents African American children's positive attitudes toward learning as they participate in after-school programs in two low-income urban elementary schools.

At almost every level, Latino youth face an upward struggle against forces that suppress educational opportunity and lead these youth to a future that requires more effort to keep on current standing with other students.

Headed by Chris Thorn, the Digital Insight project has brought together compressed digital video, large-scale online storage, and software tools to help education researchers manage nearly overwhelming quantities of video data.

Researchers and teachers identify the challenges teachers face as they attempt to implement new assessment procedures in conjunction with their use of Mathematics in Context curriculum materials in the new book, "Standards-Based Mathematics Assessment in Middle School: Rethinking Classroom Practice."

Kimber Malmgren and colleagues are investigating curriculum, assessment, and accountability practices and polices in correctional educational schools for committed youth.

In a 7-year longitudinal study of a teacher professional development program, NCISLA researchers found that teachers whose learning became generative perceived themselves as creators and elaborators of their own knowledge about children's mathematical thinking.

Recent research has identified teacher expectancy as the key motivational factor distinguishing schools with improved student performance from schools in which student performance failed to improve.

Tony Milanowski, a researcher in WCER’s part of the Consortium for Policy Research in Education, looked into the role of salary level and other factors in motivating undergraduate math, science and technology majors to consider a career as a K-12 teacher.

Sharon Derry and colleagues are designing a socio-technical system (a technical environment and related social structures and activities) that should constitute a good model for distributed teacher professional development programs conceptualized as knowledge-building communities.

The National Council of Teachers of Mathematics (NCTM) has recognized Thomas P. Carpenter for a lifetime of accomplishment in math education. Carpenter has directed several major WCER projects over the years and is a professor in the UW-Madison School of Education.

An evaluation of Wisconsin's Student Achievement Guarantee in Education (SAGE) program finds a positive and statistically significant effect of the SAGE program for students in reading, mathematics, and language arts through the end of grades 1, 2, and 3.

School psychologists implement interventions with students to change some aspect of behavior. Several school-based interventions have been shown effective. But determining the degree to which the interventions are implemented as intended—the degree of treatment integrity—remains a difficult challenge in school-based consultation.

How can teachers more effectively guide middle grade students' transition from arithmetic into algebraic reasoning? One WCER project is developing effective approaches to improve the learning and teaching of increasingly complex mathematics.

The UW-Madison's Delta Program is developing and supporting a learning community of science, technology, engineering, and mathematics faculty, who come together with post-docs, graduate students, and academic staff to explore issues related to research, teaching, learning, and academic life in a collaborative environment.

WCER researchers Carolyn Kelley, M. Bruce King, and Ken Zeichner have contributed chapters to the new publication, Developing the Teacher Workforce, published by The National Society for the Study of Education.

Integrated Service Delivery (ISD) was designed and implemented to create and maintain the conditions in which all children learn more effectively. Richard Halverson and Yeonjai Rah tell the story.

A new set of tools is helping science educators compare their instruction with that of other teachers, schools, and districts, and to review the degree of alignment between local instruction and state standards and assessments.

In efforts to improve their educational offerings and outcomes, schools and districts collect a variety of data, including student transcripts, enrollment records, and standard achievement test scores.

WCER's Meg Meyer participates in the Show-Me Project, a national structure for implementing and disseminating information about standards-based middle school mathematics curricula.

In designing learning environments, Sharon Derry and colleagues consider learners and practitioners as people experiencing a social and physical learning environment through cognitive processes of recognition and pattern matching that are essentially perceptually based.

Gloria J. Ladson-Billings, UW-Madison professor of curriculum and instruction, has been elected president-elect of the 22,000-member American Educational Research Association (AERA).

The Freudenthal Institute aims to improve the teaching of arithmetic and mathematics at all levels, but particularly in kindergarten, primary, secondary, and vocational education.

WCER researcher Adam Gamoran and colleagues documented six case studies of schools and districts where teachers and researchers collaborated to develop teaching for understanding in math and science.

Teaching-as-research involves the systematic and reflective use of research methods to develop and implement teaching practices that advance the learning experiences and learning outcomes of students and teachers.

Digital Insight provides a model for managing the entire research process as well as providing a set of tools designed to allow researchers to answer complex questions based on randomly-addressable large video collections.

David Williamson Shaffer's research examines how new technologies can be used to promote learning in new and more powerful ways.

WCER disseminates research findings through the staff of the Comprehensive Center-Region VI, part of a federally-funded network of technical assistance centers that helps states, districts, and schools meet the needs of children served under the Improving America's Schools Act.

UW-Madison education professor Deborah Vandell and colleagues have determined that the quality of nonmaternal care children receive is associated with children's cognitive competence and social competence.

Undergraduate and graduate students participating as teaching fellows in the National Science Foundation's GK-12 program improved their communication skills and instructional skills, according to a recent evaluation conducted by WCER's Paula White and Norman Webb and the American Institutes for Research.

Politicians call loudly for educational improvement, and many insist that more testing and more accountability will usher in an era of improved student achievement. UW-Madison education professor Geoffrey Borman points out that the work of classroom teachers is not usually driven by scientific knowledge of the efficacy of their practices.

Among education researchers the evidence-based intervention (EBI) movement has recently gained great momentum, especially with developments in psychology, psychiatry, education, and prevention science.

The National Science Foundation's Statewide Systemic Initiatives (SSI) program is related to an increased rate of student performance in some states, according to recent research by Norman Webb and Iris Weiss.