Past News
 Education scholar wins grant for learning model (06/04/04)
David Williamson Shaffer, an assistant professor of learning science, has won a $585,000 grant from the National Science Foundation to explore how professions can serve as models for student learning. Full Text >>
School Psychology Students Win Prestigious Awards (05/10/04)
Andy Roach, a graduate student in our school psychology program, has been named the recipient of the 2004-05 School of Education Arvil S. Barr Fellowship. The fellowship carries with it a stipend and some flexible research funds. This is a highly prestigious fellowship, with a single winner chosen from among nominees submitted by all School of Education departments. Andy's major professor is Steve Elliott.
Ryan Kettler, a graduate student in our school psychology program, has been awarded the 2004-05 School of Education Thora Wick Homme Fellowship. This is a highly prestigious fellowship, with a single winner chosen from among nominees submitted by all School of Education departments. Ryan's major professor is Steve Elliott.
Sylvia Lang, a graduate student in our school psychology program, has been awarded the Department's Michael Vincent O'Shea and Harriet Frisbee Eastabrooks O'Shea Fellowship for 2004-05. The fellowship is awarded annually to a student conducting an empirical dissertation focused on adolescent development or the treatment and education of youth. Sylvia's major professor is Steve Elliott.
Deitra Gibson has received a U.S. Department of Education Foreign Language Study Fellowship. Deitra is a graduate student in our school psychology program. Her major professor is Steve Elliott.
Faculty member earns prestigious book award (03/19/04)
The World's youth: Adolescence in 8 Regions of the Globe (2003, Cambridge University Press) received the Biennial Book Award from the Society for Research on Adolescence. The book is co-edited by B. Bradford Brown, a member of the Human Development program faculty, and Reed Larson and T. S.Saraswathi. The book features comprehensive overviews of adolescent development by indigenous authors in a number of nations and regions across the world. It was honored as the best edited volume to synthesize research on adolescence in a way that can impact national and international social policies affecting youth.
Educational Psychology Faculty and Staff Members Win School of Education Awards (03/15/04)
Two members of the Department have received School of Education Distinguished Achievement Awards for 2004. Professor Ron Serlin, a member of our Quantitative Methods faculty, was named as the recipient of the 2004 Faculty Distinguished Achievement Award. Karen O'Connell was named as the recipient of the 2004 Classified Staff Distinguished Achievement Award. Professor Serlin and Ms. O'Connell will be recognized for these awards at a reception hosted by the School of Education on 4/28/04 in the Harrison Parlor of Lathrop Hall.
Faculty Member Wins Spencer Fellowship (05/05/03)
The National Academy of Education has selected David Williamson Shaffer to be a 2003-4 Spencer Postdoctoral Fellow. The National Academy established the postdoctoral fellowship in 1986 to encourage outstanding researchers at the postdoctoral level to pursue critical education research projects. Dr. Shaffer was among those chosen from a pool of more than two hundred early-career scholars who demonstrate the potential to make significant contributions with their research. The program has more than 500 alumni who include many of the strongest researchers in the field of educational research today. The award includes a $50,000 stipend, and is the oldest continuing fellowship award in education research for recipients of the doctorate.
Quantitative Methods Faculty Member Earns National Award (04/28/03)
Dan Bolt, an assistant professor in the Quantitative Methods area of the Department, was selected as the recipient of the Millman Award from the National Council on Measurement in Education. This award is made in memory of Jason Millman of Cornell who was a leading scholar in applied measurement. The award is intended to recognize promising new scholars who have made an impact on the field within the first five years post-PhD. The award was announced at the 2003 meetings of the American Education Research Association.
School
Psychology Students Win School of Education Awards (04/09/03)
Two graduate students in the School Psychology area were recently awarded
School of Education Fellowships for 2003-2004. Bradley Niebling is the
recipient of the Arvil S. Barr Fellowship , and Elissa Shernoff is the
recipient of the Thora Wick Homme Memorial Scholarshipt. Brad's major
professor is Steve Elliott and Elissa's is Tom Kratochwill.
Latrice Green, a graduate student in the School Psychology area, has
won the Lodewick Scholarship for 2002-03. This annual award from the School
of Education is made to a graduate student who is pursuing a career in
the service of schools with predominantly minority populations and who
is likely to develop into a leader in multicultural education.
School Psychology Graduate Wins Award (10/30/02)
Jennifer Schroeder, a recent graduate of the school psychology program,
has received the 2001-2002 Allard Award, which is given to an Outstanding
Doctoral Student by the Wisconsin School Psychology Association.
School Psychology Faculty Member Earns Prestigious Editorial Position
(09/23/02)
Stephen Quintana, Professor and Chair of Counseling Psychology and a
member of our School Psychology area, has been named an associate editor
for the journal, Child Development. This journal, which is one of the
most prestigious in the field of developmental psychology, is the flagship
journal of the Society for Research in Child Development.
Student awarded Waisman Center fellowship (08/13/02)
Melissa Murphy (formerly Pavetto) was awarded the Jeannette Anderson
Hoffman Memorial Wisconsin Distinguished Graduate Fellowship. This fellowship
is awarded annually by the Waisman Center to support graduate students
interested in investigating the biological bases of language. Melissa
is a graduate student in the Human Development area. Her research is currently
focused onlanguage development in individuals with fragile X syndrome.
Her major
professor is Len Abbeduto.
Student
Receives School of Education Research Award (07/09/02)
Erin Haley has received the 2002 Dean' Club Graduate Student Research
Award in recognition of her scholarly accomplishments and in support of
her dissertation research. Erin is a student in the School Psychology
program. Her adviser is Maribeth Gettinger.
Department
Awards O'Shea Fellowship for 2002-03 (06/04/02)
The faculty of the Department of Educational Psychology has awarded
the 2002-2003 Michael Vincent and Harriet Frisbie Eastabrooks O'Shea Fellowship
to Jong-Hyo Park. Ms. Park is a graduate student in the Human Development
program. Her adviser is Robert Enright. The fellowship will support Ms.
Park's dissertation research, which focuses on the validation of a forgiveness
intervention for adolescent girls who are victims of bullying.
Educational Psychology Student Wins National Award (06/04/02)
Melissa M. Pavetto, a dissertator in the Human Development program, has
won the 2002 Prentke Romich Student Research Award from the Communicative
Disorders Division of the American Association on Mental Retardation (AAMR).
This award recognizes the best student paper submitted to the Communicative
Disorders Division and presented at the AAMR annual convention. The paper
was entitled, Gender differences in repetitive talk among adolescents
with fragile X syndrome. Ms. Pavetto's major professor is Leonard Abbeduto,
Ph.D.
Educational Psychology Students Win Prestigious School
of Education Awards (04/03/02)
Michael Ford, a graduate student in the Cognitive Science area, recently
won the 2002-03 Arvil S. Barr Fellowship. This annual award is made possible
by a bequest for the Barr family in recognition of Professor Barr, who
was highly respected for his research on the evaluation of teaching and
learning effectiveness. Mr. Ford's major professor if Leona Schauble.
Victor Moreno, a graduate student in the School Psychology area, won
the Thora Wick Homme Memorial Scholarship for 2002-03. Mr. Moreno's major
professor is Stephen Quintana.
Educational Psychology Faculty and Staff Earn School of Education Awards
(03/20/02)
Two members of the Department recently were acknowledged for their outstanding
contributions to the School of Education. Deborah Vandell, a professor
in the Human Development area, won the 2002 Faculty Distinguished Achievement
Award. Ruth Landes won the 2002 Classified Staff Distinguished
Achievement Award. Both will be honored at a reception on May 1, 2002
at 4:00 p.m. in the Harrison Parlor of Lathrop Hall.
Educational Psychology Students receive Spencer Fellowships (03/20/02)
Two graduate students in the program were recently awarded prestigious
Spencer Fellowships. Mary-Geraldine Navoa, a student in the Cognitive
Science area, and Heather Krein, a student in the Human Development area,
will participate in the Wisconsin-Spencer Doctoral Research Program for
2002-03.
Assistant Professor wins AERA
Dissertation Award (02/13/02)
Jee-Seon Kim, an assistant professor in the Quantitative Methods area
of the Department, recently won the Mary Catherine Ellwein Outstanding
Dissertation Award from the American
Education Research Association for her dissertation "A Unifying Framework
for the Analysis of Continuous and Discontinuous Change" . This prestigious
award is made annually for the best dissertation employing quantitative
methods in the study of educational problems.
Faculty
Member Earns Named Professorship (12/03/01)
Richard Lehrer, a professor in the Cognitive Science area, was recently
named Sears Roebuck-Bascom Professor. This prestigious professorship is
awarded for a period of five years by the School of Education. Funding
is provided by the Sears Roebuck Foundation. The professorship is designed
to support the research of a faculty member who has conducted cutting-edge
research on school improvement and the effectiveness of school personnel.
The previous holder of this professorship was Thomas Romberg (Department
of Curriculum & Instruction).
Educational
Psychology students win prestigious professional awards.
Two of our students recently earned top honors from the American Psychological
Association and the American Education Research Association.
Aleta Gilbertson Schulte, who earned her Ph.D. in school psychology in
2000, won the 2001 Outstanding Dissertation Award from APA for her dissertation
entitled, "Testing Accommodations on Students' Standardized Test
Scores." Aleta's major professor was Steve Elliott and her dissertation
project grew out of several of Steve's WCER projects. Aleta is a former
recipient of a School of Education dissertation award. She is now a practicing
school psychologist in Minnesota.
Stephanie Cawthon, a current student in the Human Development program,
recently received the Outstanding Research on Education of Deaf Persons
Award from AERA for her presentation at the 2000 meetings of the Association.
Her paper was entitled, "Individualized Instruction to Deaf and Hearing
Students." Stephanie is co-advised by Jeff Braden and Len Abbeduto.
Stephanie is a former fellow of the Spencer Research Training program.
She will be graduating in December of 2001.
Educational
Psychology Students receive School of Education Fellowships
Two graduate students in our program recently were awarded fellowships
by the School of Education. Nancy Giles, a student in the Human Development
program, and Jill Seibert, a student in the School Psychology program,
received Avril G. Barr fellowships for 2001-2002. These fellowships will
support their dissertation research.
Department
Awards O'Shea Fellowship
The faculty of the Department of Educational Psychology has awarded the
2001-2002 Michael Vincent and Harriet Frisbie Eastabrooks O'Shea Fellowship
to Kate Gallagher. Kate is a graduate student in the Human Development
program. Her adviser is Deborah Vandell. The fellowship will support Kate's
dissertation research, which focuses on the interaction of temperament
and parenting in determining social competence during the school years.
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