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School of Education at the University of Wisconsin-Madison

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Self-Affirmation Exercises Found To Boost Some Achievement

The academic achievement of African American and Hispanic students continues to trail that of their White peers. The concept of “stereotype threat” is one of many contributors to explaining these achievement gaps and offers an avenue to intervene and narrow them.

UW–Madison education professor Geoffrey Borman says this phenomenon undermines the performance of negatively stereotyped persons, such as African Americans and Hispanics in all academic subjects, or women in mathematics. Students who are aware that they belong to a group perceived to perform poorly academically often fear behaving in a way that fits the negative cultural image associated with a group stereotype.

This fear is largely unconscious, but it elicits anxiety and other counterproductive responses that can interfere with students’ thinking and performance on standardized tests.

Underperformance due to stereotype threat may lead students to alter their career aspirations. It may challenge their sense of belonging in school. It may lead them to “protectively dis-identify” from academics.

Underperformance due to stereotype threat may lead students to alter their career aspirations. It may challenge their sense of belonging in school. It may lead them to “protectively dis-identify” from academics. Read more.

WIDA Goes Global with Summer Academy for International Schools

From Afghanistan to Zambia, international schools are reconsidering their approach to teaching English language learners, and many are looking to tap into WIDA’s expertise.

The 2014 WIDA International Summer Academy, which took place July 14-18 in Madison, Wisconsin, was WIDA’s first professional development academy specifically for international schools. The workshop was designed for teachers to learn how WIDA standards and assessments can meet the needs of English language learners (ELLs) in international schools.

“There is an increased recognition of the role of academic language development and the growing population of ELLs in English-medium schools worldwide,” WIDA Associate Director Elizabeth Cranley said. “The academy is a first attempt to reach some of these educators to share our resources and experience. It is also an opportunity to learn from them about their contexts and how WIDA might better help them meet the needs of their ELLs."

Historically, international schools have offered high standards of education to expatriates from various countries living in locations around the globe. Recently, many international schools have begun to enroll more children from their host countries. These students are attracted to international schools for various reasons, including the opportunity to learn English, according to Ruslana Westerlund, an English Language Development Specialist and International Development Team Lead for WIDA. Read more.





Discussion of Families and Schools Together project to reduce education disparities
Lynn McDonald and Tom Kratochwill

Wednesday, August 6, 2014
11:45 am
Room 159, School of Education Building
Read more.


Eric Knuth and colleagues have received a new $3.5 million grant to continue their research into early algebra instruction. The grant is their third grant for this work (See

Bonnie Doren receives Distinguished Career in Rehabilitation Research Award

Colleagues recall work of education research pioneer Klausmeier
Herbert J. Klausmeier, a UW-Madison professor emeritus of educational psychology who played the leading role in founding the Wisconsin Center for Education Research, passed away on May 20 at the age of 98. Read more.

Families and Schools Together (FAST) is listed in the National Registry of Evidence-based Programs and Practices (NREPP), meaning it rates highly for quality of research and readiness for dissemination


Center for the Integration of Research, Teaching, and LearningCenter for the Integration of Research, Teaching, and Learning

Center on Education and Work

Children, Families & SchoolsChildren, Families & Schools

CRPBISCulturally Responsive Positive Behavioral Interventions and Supports

Consortium for Policy Research in EducationConsortium for Policy Research in Education


CALLComprehensive Assessment of Leadership for Learning

CCHERCulture, Cognition, and Evaluation of STEM Higher Education Reform

Epistemic GamesEpistemic
Games Group

Exploring the alignment between workforce and education

Formative Language Assessment Records for ELLs in Secondary Schools

Interdisciplinary ITPTraining Program in the Education Sciences

Investing in Family Engagement

LSFFLongitudinal Study of Future STEM Scholars

Mobilizing STEM for a Sustainable FutureMobilizing STEM for a Sustainable Future

Minority Student Achievement NetworkMinority Student
Achievement Network


Strategic Management of Human CapitalStrategic Management of Human Capital

Surveys of Enacted CurriculumSurveys of Enacted Curriculum

System-wide Change for All Learners and EducatorsSystem-wide Change for All Learners and Educators

Talking About Leaving, Revisited

TDOP: Teaching Dimensions Observation Protocol

TransanaTracking the Processes of Data Driven Decision-Making in Higher Education


Value-Added Research CenterValue-Added Research Center

WIDA ConsortiumWIDA Consortium

WeilabWisconsin's Equity and Inclusion Laboratory


What Factors Make College Affordable for Low-Income Students?

Many students from low-income families leave college before completing a degree, sometimes attributing their departure to college “unaffordability.” What does this mean to them? With college costs continuing to rise, and the income gap between students who finish college and those who do not increasing, answering the question of college affordability is more important than ever. Read more.

The Network Seeks to Transform Public Education

The Wisconsin Collaborative Education Research Network brings together education researchers, practitioners, and policy makers to advance and facilitate innovation in education.

Funded by Wisconsin’s Department of Public Instruction, the UW–Madison School of Education, and WCER, the Network creates collaborative, interdisciplinary opportunities to share knowledge and turn research into effective practices that improve education both inside and outside of schools. Read more.