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Home > Publications > WCER Research Highlights

WCER Research Highlights

"A newsletter of innovative education research at the University of Wisconsin-Madison"

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Current Issue

Spring 2009, Vol 20, No. 3

> Assessing Learning in the 21st Century

> Hand in Hand: Academic Success and Emotional Success

> Supporting African American Boys in School

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2009 |2008 | 2007 | 2006 | 2005 | 2004 | 2003 | 2002

2009

Spring 2009, Vol 20, No. 3
CONTENTS
ORIGINAL FORMAT

> Assessing Learning in the 21st Century
> Hand in Hand: Academic Success and Emotional Success
> Supporting African American Boys in School


Winter 2008-09, Vol 20, No. 2
CONTENTS
ORIGINAL FORMAT

> Turning Dreams into Diplomas
> What Influences Principal Practice?

2008

Fall 2008 , Vol 20, No. 1
CONTENTS
ORIGINAL FORMAT

> Nourish the Roots: Finding and Supporting Top Talent
> Students Respond to Solidarity in Community


Summer 2008 , Vol 19, No. 4
CONTENTS
ORIGINAL FORMAT

> CPRE's School Finance Research: 15 Years of Findings
> Training Tomorrow's Researchers

Spring 2008 , Vol 19, No. 3
CONTENTS
ORIGINAL FORMAT

> Value-Added and Other Measures of Teacher Quality: Policy Uses and Policy Validity
> Personal Stories Show CIRTL's Commitment to Diversity

2007

Fall 2007 , Vol 19, No. 2
CONTENTS
ORIGINAL FORMAT

> Mulitmedia Analysis of Students' Growth
> Alternative Teacher Compensation Approaches


Summer 2007 , Vol 19, No. 1
CONTENTS
ORIGINAL FORMAT

> SCALE Promotes Interdepartmental Dialogue
> Supplemental Educational Services Under NCLB: Emerging Evidence and Policy Issues

Summer 2007 , Vol 18, No. 4
CONTENTS
ORIGINAL FORMAT

> Supporting Families and Children
> Ramping Up Data Expertise

Spring 2007 , Vol 18, No. 3
CONTENTS
ORIGINAL FORMAT
> States Get Support for English Language Learners
> The Colman Report, Forty Years On

2006

Fall 2006, Vol 18, No. 2
CONTENTS
ORIGINAL FORMAT
> Taking Reform to Scale
> Education for InnovationMultiyear Summer School
> The Real Issue of Performance Evaluation

Summer 2006, Vol 18, No. 1
CONTENTS
ORIGINAL FORMAT
> Two ProgramsAnnounced
> Science InstructionWith Immersion Units
> Low Achievers May Benefi t From Interactive Assessments

Winter 2005-06, Vol 17, No. 4
CONTENTS
ORIGINAL FORMAT
> Aligning Alternate Assessments
> The Promises of Realistic Math Education
> Using Hypertext Navigation to Deepen Learning

2005

Winter 2005, Vol 17, No. 3
CONTENTS
ORIGINAL FORMAT
> Increasing Peer Interactions for Students with Behavioral Disorders Beating the Odds Against Academic Success
> Beating the Odds Against Academic Success
> Classroom Discourse and Teacher Change

Summer 2005, Vol. 17, No. 2
CONTENTS
ORIGINAL FORMAT
> FAST Program Builds Social Capital
> Strong Professional Community Benefits Teachers, Students
> Teacher Evaluation and Professional Development
> Getting the Full Picture

Spring 2005, Vol. 17, No. 1
CONTENTS
ORIGINAL FORMAT
> Concepts and Procedures Reinforce Each Other
> Intervention Programs Can Have Powerful Effects
> Achievement Gap Can Be Narrowed Further

Winter 2004-2005, Vol. 16, No. 4
CONTENTS
ORIGINAL FORMAT
> Risk, Resilience, and Attitudes Toward Learning
> What 'Travels' in Mathematics Reform?
> Adequacies and Inadequacies of Current Strategies to Recruit Teachers

2004

Fall 2004, Vol. 16, No. 3
CONTENTS
ORIGINAL FORMAT
> Producing Mathematical Justifications Supporting
> Change in Teachers' Assessment Practices Class
> Size Reduction Program Offers Benefits

Summer 2004, Vol. 16, No. 2
CONTENTS
ORIGINAL FORMAT
> Two Receive NSF CAREER Awards
> Scaling Up Innovative Practices in Math and Science
> Organizational Context Colors Teacher Expectancy

Spring 2004, Vol. 16, No. 1
CONTENTS
ORIGINAL FORMAT
> Block Scheduling: Some Benefits but No Magic Fix
> Analyzing Instructional Content
> Evidence-based Interventions in School Psychology

Winter 2003-04, Vol. 15, No. 4
CONTENTS
ORIGINAL FORMAT
> Statewide Efforts Can Improve Student Achievement
> Professions are Models for Student Learning
> Preparing Teachers for Diversity
> Experiments Part of Research Mix
> Fellows Program Enhances Classroom Experience

Fall 2003-04, Vol. 15, No. 3
CONTENTS
ORIGINAL FORMAT
> From the Director
> "Powerful Practices" Available
> Preparing Adolescents for Adult Relationships
> More Coherence Would Benefit High School English

2003

Summer 2003, Vol. 15, No. 2
CONTENTS
ORIGINAL FORMAT
> Toward Equity in Science Instruction
> Allocating Resources for Equity
> What Will Decrease Education Inequality?
> WCER Working Paper Series Online

Spring 2003, Vol. 15, No.1
CONTENTS
ORIGINAL FORMAT

> Professional Development That Changes Practice
> Enhancing School Capacity Through Professional Development
> Comparing the Costs of Professional Development Programs
> Portfolios As Professional Development Tools

Winter 2002-03, Vol. 14, No. 4
CONTENTS
ORIGINAL FORMAT
> Measuring the content of instruction
> Academic ‘Enablers’ Critical To Success
> Putting Case Study Results Into Context
> Developing Algebraic Reasoning in the Elementary School

2002

Fall 2002, Vol. 14, No. 3
CONTENTS
ORIGINAL FORMAT
> 30 Years of Mathematics Education Research
> Measuring Effects of Systemic Initiatives
> WCER Hosts Two New NSF Research Centers
> Home-Grown Professional Development Program Succeeds

Summer 2002, Vol. 14, No. 2
CONTENTS
ORIGINAL FORMAT
> Some Closer Looks at Testing Accommodations
> Better Teacher Evaluation Practices
> Comprehensive Centers Offer Silent Service
> Educational Equity for Deaf and Hearing Students

Spring 2002, Vol. 14, No. 1
CONTENTS
ORIGINAL FORMAT

> New Tools for Educational Data Management
> The Practice of Science
> South African Students Meet U.S. Peers


Winter 2001-02, Vol. 13, No. 4
CONTENTS
ORIGINAL FORMAT
> Turning Data Into Knowledge
> Most Children Receive “Adequate” Care
> CCAE Promotes Community
> Measuring Instructional Practice

ARCHIVES
Highlights 2001 - 1999
Highlights 1998 - 1996
Highlights 1995 -1993

WCER Highlights is published four times a year by the Wisconsin Center for Education Research, School of Education, University of Wisconsin-Madison. WCER is funded through a variety of federal, state and private sources, including the U.S. Department of Education and UW-Madison. The opinions expressed in this publication do not necessarily reflect the position, policy, or endorsement of the funding agencies. Fourth-class, bulk-rate postage is paid at UW-Madison, Madison, WI. Send changes of address to WCER, UW-Madison School of Education, 1025 West Johnson Street, Madison, Wisconsin 53706 (608) 263-4200.

No copyright is claimed on the contents of WCER Highlights. In reproducing articles, please use the following credit: Reprinted with permission from WCER Highlights, published by the Wisconsin Center for Education Research, UW-Madison School of Education.

WCER Highlights Staff
WCER Director Adam Gamoran
Editorial Consultant Cathy Loeb
Editor Paul Baker
Production Instructional Media Development Center