Graduate students at UW–Madison’s School of Education are honing their skills and advancing their careers by collaborating with seasoned researchers on a $10.1 million project to develop more equity-centered school principals.
WCER's Field Day Lab is marking a decade of impactful learning game development for Wisconsin students with a celebration at Memorial Union and a new push with the state Department of Public Instruction to get educational games in classrooms.
The Wisconsin Center for Education Research and the Multicultural Student Achievement Network (MSAN) today announced that more than 150 high school students and their chaperones from multiracial school districts across the country are meeting this week (Nov. 13-16) in East Lansing, MI for the 25th annual MSAN Student Conference.
A new multimedia resource developed by WCER researcher Brian Burt aims to draw more Black men into the science, technology, engineering, and math (STEM) fields using research-backed methods to support Black boys and men in STEM from primary school through doctoral studies and in home settings.
WCER's Epistemic Analytics lab shared tools and techniques with 29 attendees from across the country in an intensive, four-day program around quantitative ethnography, a methodology without peer in pulling human insights from big data.
Webinar | 2025 NSF CAREER Program Information
National Science Foundation program directors,
Webinar | 2025 NSF CAREER Program Information
National Science Foundation program directors,
MLRC Speaker Series | The Lived Experiences of International Dual Language Immersion Teachers Working in North Carolina
Nicolette Grant, President and CEO, Inspire Excellence Consulting, Charlotte, North Carolina
WCER Communications, May 6
School of Education/WCER Communications, Apr 29
UW–Madison/WCER Communications, Apr 28
WCER Communications, Apr 22
School of Education Communications, Mar 7
WCER Communications, Feb 26
“Actionable Assessment: Designing Meaningful Score Reports to Support Student Engagement,” Laura J. Wright, Robert A. Henson, Linda M. Malkin, Educational Assessment, May 2025
“Do Peers’ Skills Matter for Learning in Preschool Classrooms? Within- and across-Classroom Differences in the Relationship between Peers’ Academic Skills and Individual Skill Gains,” Rebecca Bier, Elizabeth Vaade, Culleen Witthuhn, American Educational Research Journal, May 2025
Research Brief: Grow-Your-Own (GYO) Teachers Research Agenda, Amaya Garcia, Bradley Carl, Conra D. Gist, Danielle Sanderson Edwards, Jason Greenberg Motamedi, Jennifer Seelig, and Roey Ahram, New America, April 2025
“Measuring STEM Instructors’ Learning of and Growth in Inclusive Teaching: Development and Evaluation of the STEM Faculty Inclusive Teaching Survey (FITS),” Vanessa Johnson-Ojeda, Lucas B. Hill, SuYeong Shin, Alessandra M. York, Regina F. Frey, Life Sciences Education, January 2025
“Developing as Inclusive Instructors through High-Engagement Professional Development,” Lucas B. Hill, Rob Loren Hill, Regina F. Frey, Diamond Buchanan, Innovative Higher Education, February 2025
Annalee Good was awarded $6,444 from the Jewish Federation of Madison for “Jewish Federation of Madison/Cheryl Rosen Weston Fund Grant” through June 30, 2025. (051525)
Katie Eklund was awarded $814,881 from the Institute of Education Sciences, in a subcontract from University of South Florida, for “Development and Validation of the Social, Academic, and Emotional Behavior Risk Screener-Early Childhood (SAEBRS-EC)” through June 30, 2028. (042125)
Shamya Karumbaiah was awarded $75,000 from the Spencer Foundation for “Blurring the Language Boundaries: AI Support for Translanguaging in Classrooms” through June 30, 2027. (032825)
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