Beth Graue

Director, Center for Research on Early Childhood Education (CRECE)

Beth Graue is Sorenson Professor of Curriculum & Instruction and the Director of the Center for Research on Early Childhood Education (CRECE), a research center focused on promoting equal opportunties for young children through cross-disciplinary research, critical policy analysis, high-impact teacher education, high quality preparation of next generation early childhood researchers, and outreach to the early childhood community.

Her areas of interest include readiness, preparing teachers for inclusive home-school relations, and qualitative research methods. She has recently completed studies of preK math professional development and the translation of preK policy to educational experiences.  She is currently engaged in research examining how parents make decisions about whether and where their children will go to preK, a five district collaborative network to enhance transitions from preK to kindergarten, a study of kindergarten teachers doing home visits with students in the summer before they enter K, and a study to design professional development for preK teachers.  

Representative publications include:

Graue, M.E., Ryan, S., Wilinski, B., Northey, K., & Nocera, A.(2018) What guides preK programs? Teachers College Record, 120 (8) 1-26.

Graue, M.E., Ryan, S., Nocera, A., Northey, K., & Wilinski, B.,(2017): Pulling preK into a K-12 orbit: the evolution of preK inthe age of standards, Early Years, 37(1), 108-122.

Graue, M.E., Wilinski, B. & Nocera, A. (2016). Local control in the ageof accountability. The case of Wisconsin 4K. Educational Policy AnalysisArchive, 24.

Graue, M. E., Whyte, K. L., & Karabon, A. E. (2015). The power of improvisational teaching. Teaching and Teacher Education, 48, 13–21.

Graue, M.E. Karabon, A., Whyte, K., Delaney, KK., Kim, J. & Wager,A. (2015) Imagining a Future in PreK: How professional identityshapes notions of early mathematics. Anthropology & Education Quarterly46(1), 37-54.

Trainor, A. & Graue, E. (2014). Evaluating Rigor in QualitativeMethodology and Research Dissemination. Remedial & Special Education, 35(5),267-274.

Graue, M.E., Whyte, K., and Delaney, K. (2014). Fostering Culturally and Developmentally Responsive Teaching Through Improvisational Practice, Journal of Early Childhood Teacher Education. 35:297-317.

Trainor, A.A. & Graue, M.E. (2013) 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. & 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. & Walsh, D.J. (1998) Studying Children in Context: Theories, Methods & Ethics. Thousand Oaks: Sage.

Graue, M.E. (1993) Ready for What? Constructing Meanings of Readiness for Kindergarten. Albany: SUNY Press.

Curriculum Vitae

Contact Information
Phone: (608) 262-7435
Office: 964B Ed Sciences

Current Projects

Center for Research on Early Childhood Education (CRECE)
Evaluating the Effectiveness of One City Schools: Preparing Children for School Success and Healthy Lives
Designing a Tool to Assess Educationally Productive Play

Completed Projects

Class Size Reduction in Practice: How, When, and Why SAGE Works
An Integrated Qualitative and Quantitative Evaluation of the SAGE Program
Qualitative, Quantitative, and IQ2 Studies for the Student Achievement Guarantee in Education (SAGE) Program Evaluation Project
Professional Development for Culturally Relevant Teaching and Learning in Pre-K Mathematics
Enhancing the Quality of Instruction in Four-Year-Old Kindergarten
The Wisconsin Readiness Equity Network (WREN)
The Wisconsin Readiness Equity Network (WREN)