Research News

Fri
Mar
04
UW-Madison’s Timothy Tansey will be receiving the Researcher of the Year award from the National Council on Rehabilitation Education. Tansey is an assistant professor of rehabilitation psychology with the School of Education’s Department of Rehabilitation Psychology and Special Education. To date, he has published or has in press 44 refereed journal articles and seven scholarly book chapters. Since 2001, Tansey has served as principal investigator, co-principal investigator or co-investigator on 10 federally funded projects with a total funding level of $58 million.
Tue
Mar
01
UW-Madison’s Gail Lori Prasad will be receiving the 2016 Distinguished Dissertation Award from the American Educational Research Association’s Second Language Research special interest group. Prasad is an assistant professor with the School of Education’s No. 1-ranked Department of Curriculum and Instruction. Her dissertation was titled, “The Prism of Children’s Plurilingualism: A multi-site inquiry with children as co-researchers across English and French schools.” Prasad completed her Ph.D. work in 2015 at the University of Toronto’s Ontario Institute for Studies in Education.
Mon
Feb
29
The American Educational Research Association (AERA) recently announced the selection of 22 scholars as 2016 AERA Fellows. And among those earning this prestigious honor is the UW-Madison School of Education’s Maisha T. Winn. She holds the Susan J. Cellmer Endowed Chair in English Education. Winn is a professor of language and literacies with the No. 1-ranked Department of Curriculum and Instruction. AERA Fellows are selected on the basis of their notable and sustained research achievements. The 2016 Fellows were nominated by their peers, selected by the AERA Fellows Committee, and approved by the AERA Council, the association’s elected governing body.
Thu
Feb
25
UW-Madison's Julie Mead is the co-author of a review that examines a recent report from the School Effectiveness and Inequality Initiative (SEII) that investigates the enrollment and achievement of students with special needs and English language learners (ELLs) in oversubscribed charter schools in Boston. Mead is a professor with the School of Education’s Department of Educational Leadership and Policy Analysis. She co-authored the review with Mark Weber, a Ph.D. student in Education Theory, Organization and Policy at Rutgers University’s School of Education.
Wed
Feb
24
So, you think you can teach science to children? According to new research from UW-Madison’s Haley Vlach and Nigel Noll, it might be more difficult than you think. The two co-authored a report published Feb. 22 by the journal Metacognition and Learning. One of the key takeaways, explains Vlach, is that parents and teachers should think carefully about the types of information they include in their science explanations. Vlach is an assistant professor with the School of Education’s No. 1-ranked Department of Educational Psychology and director of the Learning, Cognition & Development Lab
Fri
Feb
19
UW-Madison’s Rachelle Winkle-Wagner is a co-author of a recent article published by the Journal of Diversity in Higher Education that explains how white faculty members who mentor graduate students of color using race-neutral, colorblind language can actually reinforce racial inequalities. This case study is titled, “Colorblind Mentoring? Exploring White Faculty Mentoring of Students of Color.” The paper’s lead author is Dorian L. McCoy, from the University of Tennessee, Knoxville. UW-Madison alumna Courtney Luedke, who received her Ph.D. from the Department of Educational Leadership and Policy Analysis in 2014, also is a co-author of the study.
Fri
Feb
19
Mark Connolly, an associate research scientist at the Wisconsin Center for Education Research (WCER) in UW-Madison’s School of Education, has been invited to serve on a National Academies of Sciences committee charged with developing indicators of quality in undergraduate education in science, technology, engineering and math (STEM). Connolly will join 13 other national experts in education, workforce and industry, and data analytics over the next two and a half years to study the issue and create a framework for indicators to gauge the national status and quality of postsecondary STEM education.
Thu
Feb
18
An article from UW-Madison’s Nicholas Hillman titled, “Evaluating the Impacts of ‘New’ Performance Funding in Higher Education,” was the No. 2-most-read article in AERA's journal of Educational Evaluation and Policy Analysis in 2015. This article notes how “new research found that state higher education performance funding falls short of its intended goals of raising student retention and degree completion rates at community colleges.” Co-authors were David A. Tandberg of Florida State University and Alisa H. Fryar of the University of Oklahoma.
Wed
Feb
17
UW-Madison’s Mitchell Nathan will be giving the keynote talk Feb. 19 at the Research in Mathematics Education’s annual Research-to-Practice Conference. His presentation will be delivered to a group of K-12 mathematics educators and will examine integrated STEM (science, technology, engineering and mathematics) education. His talk will draw on findings and recommendations from the recent National Academies report that Nathan contributed to, “STEM Integration in K-12 Education: Status, Prospects, and an Agenda for Research.”
Mon
Feb
15
The Wisconsin Center for Education Research (WCER) will host its annual UW-Madison Education Research Poster Fair on Monday, Feb. 29. The event, which runs from 11 a.m. to 2 p.m. at the Wisconsin Institute for Discovery, is a tremendous opportunity to both share and learn about the latest education research happening at UW-Madison. The event also ​can provide valuable presentation experience to students. Poster applications are due Feb. 24. This year's fair will also include a lecture from James Minor, an alumnus of the School of Education who is a deputy assistant secretary with the U.S. Department of Education.
Thu
Feb
11
UW-Madison’s Carmen Valdez was recently awarded a mini-grant through the university’s Baldwin Wisconsin Idea Endowment. Valdez’s research team will use the funding to partner with Glacier Edge Elementary School in Verona with the goal of implementing Fortalezas Familiares (Family Strengths) beginning in the fall of 2016. Fortalezas Familiares is an intervention for Latina women with depression and their families. Valdez is a licensed professional psychologist and an associate professor with the School of Education’s Department of Counseling Psychology.
Wed
Feb
10
UW-Madison’s Rachelle Winkle-Wagner is the lead author of a recent article that examines the role of faculty mentoring in helping underrepresented students succeed in their pathways into and through graduate education. This critical multisite case study appears in the March/April issue of The Journal of Higher Education, and is titled, “Entering the (Postgraduate) Field: Underrepresented Students’ Acquisition of Cultural and Social Capital in Graduate School Preparation Programs.” Winkle-Wagner is an associate professor with the School of Education’s Department of Educational Leadership and Policy Analysis, and is an affiliate with the Wisconsin Center for the Advancement of Postsecondary Education.
Fri
Feb
05
A multidisciplinary team of UW-Madison researchers – led by the School of Education's Andrew Winterstein and School of Human Ecology's Dee Warmath -- is receiving funding from the NCAA and U.S. Department of Defense to study the most effective ways to teach athletes and young adults about the importance of reporting when they have suffered a concussion. “Sports concussions, like all sports injuries, are a significant public health concern,” says Winterstein, who heads the Department of Kinesiology's athletic training program.
Wed
Feb
03
UW-Madison’s Nicholas Hillman and Taylor Weichman have authored a paper that explores how where students live affects their options for attending college. The American Council on Education-commissioned report is titled, “Education Deserts: The Continued Significance of ‘Place’ in the Twenty-First Century.” This is the first paper in “Viewpoints,”a series by ACE’s Center for Policy Research and Strategy that will explore pressing issues in higher education.
Thu
Jan
28
UW-Madison's Erica Halverson is working with the Madison Public Library’s "Bubbler" on a cutting-edge project to measure how "hands-on" building can help learners make the grade in academics. Halverson is an associate professor with the School of Education's No. 1-ranked Department of Curriculum and Instruction, and a researcher at the Wisconsin Center for Education Research (WCER).
Thu
Jan
28
A team of researchers from UW-Madison, including the Department of Kinesiology’s David Bell, are co-authors of a recent paper that indicates student-athletes who suffer concussions are more likely to sustain lower extremity injuries after returning to play than their non-concussed teammates. The paper, which appears in the American Journal of Sports Medicine, is titled, “Concussion Increases Odds of Sustaining a Lower Extremity Musculoskeletal Injury After Return to Play Among Collegiate Athletes.”
Tue
Jan
26
Brittany Travers, a faculty member with the Department of Kinesiology's occupational therapy program, is conducting groundbreaking research at UW-Madison's Waisman Center. Travers is studying children with autism spectrum disorder by using a Wii to learn more about how helping them improve their motor skills may have a positive impact on their symptoms.​ It was during her time in graduate school that Travers first began to notice slight differences in the way people with ASD moved compared to those not on the spectrum.
Mon
Jan
18
UW-Madison’s Sara Goldrick-Rab will be at the White House in Washington, D.C., on Wednesday, Jan. 20, taking part in an event titled, “Education Scholars Convening on Community College Research.” According to an invitation Goldrick-Rab received from the Executive Office of the President, the event will “discuss research on strengthening community colleges and expanding college opportunities for students. You will have the opportunity to hear from Senior Officials from the White House Domestic Policy Council, White House Council of Economic Advisers, and the U.S. Department of Education.”
Wed
Jan
13
UW-Madison’s Matthew Hora reports that he will be speaking to some state legislators and their staff members at the Wisconsin State Capitol on Wednesday, Jan. 13. Hora will be talking about research he recently conducted on a three-year study about the relationship between workforce needs and higher education curricula in Wisconsin.
Tue
Jan
12
UW-Madison’s Julie Mead is the co-author of a recent paper examining whether charter schools may be developing conditions that are reminiscent of the subprime mortgage crisis. The report, published by the Social Science Research Network, is titled, “Are We Heading Toward a Charter School 'Bubble'?: Lessons from the Subprime Mortgage Crisis.” The authors explain the “process in which charter school bubbles might form and burst in Black, urban communities” and “discuss the steps that federal and state governments should take to avoid the creation of bubbles in these vulnerable neighborhoods.”