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Beth Graue
Associate Director of Faculty, Staff, & Graduate S
| Beth Graue is Sorenson Professor of Curriculum and Instruction and Associate Director of Faculty, Staff, and Graduate Student Development at WCER.
Her areas of interest include readiness, class size reduction, preparing teachers for inclusive home-school relations, and qualitative research methods. She is currently part of a team developing culturally and developmentally responsive professional development related to mathematics for local 4K teachers funded by the National Science Foundation. In addition, she is doing a collaborative study with Sharon Ryan of Rutgers University examining how preK policy translates into educational experiences and opportunities for young children, their families, and teachers.
Beth Graue is also a member of the Qualitative Research Committee in the School of Education, which has developed a resource guide for faculty and graduate students. The guide is located here: SOEQual.wceruw.org
Representative publications include:
Trainor, A.A. & Graue, M.E. (in press) Reviewing Qualitative Research for Publication in the Social Sciences. New York: Routledge.
Graue, E. & Rauscher, E. (2011). Reclaiming assessment through accountability that is “just right.” Teachers College Record, 113(8), 1827–1862.
Graue, E. (2011). Are we paving paradise? Educational Leadership, 68(7) 12-17.
Graue, E. & Sherfinski, M. (2011). The view from the Lighted Schoolhouse: Conceptualizing home-school relations within a class size reduction reform. American Journal of Education., 117(2) 267-297.
Graue, E., Rauscher, E. & Sherfinski, M. (December, 2009). The synergy of class size reduction and classroom quality. The Elementary School Journal, 110(2) 178-201.
Graue, E. (November, 2009). Reimagining kindergarten. School Administrator. 10-14.
Graue, M.E. & Oen, D. (2009) You just feed them with a long handled spoon. Family perspectives on their experiences in class size reduction. Educational Policy, 23, 685-713.
Graue, M.E., Hatch, K., Rao, K., Oen, D. (2007). The wisdom of class size reduction. American Educational Research Journal, 44(3).
Graue, E. (2006) The transformative power of reviewing. Educational Researcher, 35(9) 36-41.
Graue, M.E. (2005). Theorizing & describing preservice teachers’ images of families and schooling. Teachers College Record, 107(1).
Graue, M.E. & Grant, C. (2005). Thinking collaboratively about the peer-review process for journal-article publication. Harvard Educational Review, 75(3), p. 268-271.
Graue, M.E. & Brown, C.J. (2003). Preservice teachers views of families in education. Teaching & Teacher Education. 17 719-735.
Graue, M.E., Kroeger, J, & Prager, D. (2001). A Bakhtinian analysis of particular home-school relations. American Educational Research Journal, 38 (3), p. 1-32
Graue, M.E. & DiPerna, J.C. (2000). Redshirting and early retention: Who gets the "gift of time" and what are its outcomes? American Educational Research Journal,37(2), p. 509-534.
Graue, M.E. (1993) Ready for What? Constructing Meanings of Readiness for Kindergarten. Albany: SUNY Press.
Graue, M.E. & Walsh, D.J. (1998) Studying Children in Context: Theories, Methods & Ethics. Thousand Oaks: Sage. Contact Informationgraue@education.wisc.edu
Phone: (608) 262-7435
Office: 785A Ed Sciences
Website: graue
Current ProjectsDirector's OfficeLife in Early Childhood Settings Professional Development for Culturally Relevant Teaching and Learning in Pre-K Mathematics Completed ProjectsClass Size Reduction in Practice: How, When, and Why SAGE WorksThe Gift of Time: Promoting Risk or Resilience in Young Children |
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