Research News

Mon
Sep
22
UW-Madison’s Francois Tochon earlier this summer received two prestigious honors. In June he received the 2013-14 Medal of the Council Chairperson of the Lions Club international of Taiwan, and in August was awarded the 2013-14 Medal of Lions Club International Foundation, seated in Chicago.
Sun
Sep
21
UW-Madison’s Bruce Wampold delivered the "Lectio Magistralis" to the Italian Society of Psychotherapy Research congress in Padua, Italy, on Sept. 12. The lecture was titled, “Cosa rende efficace una psicoterapia? Gli elementi umanistici!" -– or “What makes psychotherapy work: The humanistic elements.”
Thu
Sep
18
A group of prominent international scholars -- from philosophy, history, sociology, cultural studies and curriculum -- contributed to a book that acknowledges the contributions of UW-Madison’s Thomas Popkewitz in providing a particular intellectual approach to educational studies. The book is titled, “Systems of Reason and the Politics of Schooling: School Reform and Sciences of Education in the Tradition of Thomas S. Popkewitz.” Popkewitz is a professor with UW-Madison’s top-ranked Department of Curriculum and Instruction.
Thu
Sep
18
UW-Madison’s David Williamson Shaffer and the Epistemic Games Group have received $1 million from the National Science Foundation to develop and test engineering virtual internships for middle school students. The project, led by the University of California, Berkeley, will address the shortage of authentic, work-based learning experiences for young people.
Tue
Sep
16
Coherence is considered an important aspect of knowledge. Incoherent understanding of a subject reproduces disconnected facts. By contrast, coherent knowledge allows one to bring to a subject richly connected ideas, to zoom to the heart of a complex subject, and to offer strategic solutions. Yet coherence has seldom been defined or measured, even in the context of teaching and learning. UW-Madison’s David Williamson Shaffer and colleagues Chandra Hawley Orrill and James Burke, both at the University of Massachusetts Dartmouth, found a way to illustrate what coherence might mean in a teacher’s content knowledge.
Mon
Sep
15
Matthew Hora, a scientist with the Wisconsin Center for Education Research (WCER), says developing a more nuanced and detailed knowledge of college teaching styles will help determine what is most likely to benefit student achievement. In a recent study Hora and colleague Joseph Ferrare used a tool called the Teaching Dimensions Observation Protocol (TDOP). Based on an instrument WCER researcher Eric Osthoff developed for studying middle school science teaching, the TDOP captures subtle and dynamic realities of classroom practice that an exclusive focus on teaching methods would miss.
Fri
Sep
12
UW-Madison’s David Shaffer and members of the Games and Professional Simulations Research Consortium have received $3 million from the National Science Foundation to develop the Internship-inator -- an authorware system for virtual internships. The Internship-inator will enable content developers to design and implement virtual internships in any area of science, technology, engineering and mathematics (STEM).
Wed
Sep
10
UW-Madison’s Elaina Meier, a Ph.D. candidate with the Department of Counseling Psychology, was recently awarded support from two different organizations to help further her research into providing psychological support to burn survivors, and improving care for this population.
Tue
Sep
09
The notion sounds counterintuitive: Encouraging children to forget information can help them learn. But that’s the key takeaway from a recently published paper by UW-Madison’s Haley Vlach. The assistant professor with the Department of Educational Psychology authored an article published in the September issue of Child Development Perspectives titled, “The Spacing Effect in Children's Generalization of Knowledge: Allowing Children Time to Forget Promotes Their Ability to Learn.”
Mon
Sep
08
Women and people of color working in higher education continue to bump up against glass ceilings despite years of effort to eradicate discriminatory employment practices, according to a new book edited by UW-Madison’s Jerlando F. L. Jackson. The book, “Measuring Glass Ceiling Effects in Higher Education: Opportunities and Challenges,” reveals the glass ceiling phenomenon to be more complex and harder to solve than previously thought.
Thu
Sep
04
A new book for athletic trainers from the Department of Kinesiology's Andrew Winterstein and Sharon Clark is now available. Titled, “The Athletic Trainer’s Guide to Differential Diagnosis: A Visual Learning Approach,” this book is designed to help educators teach students to think critically and to commit to a diagnosis -– which can be one of the most difficult steps for clinicians in training.
Wed
Sep
03
Seven leading education research centers, including Wisconsin’s Equity and Inclusion Laboratory (Wei LAB) on the UW-Madison campus, issued a report on Tuesday calling on federal policymakers to undertake reforms to address systemic barriers faced by boys and men of color in education. The Wei LAB is directed by Jerlando F.L. Jackson, who is UW-Madison’s Vilas Distinguished Professor of Higher Education.
Wed
Sep
03
UW-Madison’s Xueli Wang was awarded $1.4 million from the National Science Foundation to examine what influences are at work when students in Wisconsin transfer from two-year colleges into STEM fields of study at four-year institutions. While the STEM transfer pathway represents a vital opportunity to prepare a diverse future STEM workforce, this opportunity is far from being fully realized. An even larger issue is the lack of a holistic theoretical framework to guide empirical research that specifically targets STEM transfer and its many complexities and nuances.
Fri
Aug
29
UW-Madison’s Sara Goldrick-Rab and Nicholas Hillman will be participating in an educational research and policy briefing at the U.S. Capitol Visitor Center in Washington, D.C., on Tuesday, Sept. 2. The event is an effort to address recent accountability and financial aid policy proposals in the nation’s capital that could be detrimental to low-income and minority students.
Fri
Aug
22
UW-Madison’s Yeseul Choi recently had an article published in the Journal of Student Financial Aid. The article is titled, "Debt and College Students’ Life Transitions: The Effect of Educational Debt on Career Choice in America.” Choi is a doctoral student with the School of Education’s Department of Educational Leadership and Policy Analysis.
Mon
Aug
18
An exercise machine that helps stroke victims learn to walk, which was developed by the Department of Kinesiology's Kreg Gruben, was a beneficiary of the first round of awards by UW-Madison's Discovery to Product, or D2P, program, which began operating in March. The 17 grants announced last week will support innovations in many fields of research at the university, from food engineering and medicine to stem cell biology and biomedical engineering.
Tue
Aug
12
Self-affirmation writing exercises improved the achievement, especially in mathematics, of students who may suffer from stereotype threat. Geoffrey Borman, who is a professor with the School of Education’s Department of Educational Leadership and Policy Analysis, and colleagues found that writing helps students gain relatively “quick wins.” As these accumulate in a recursive process, like a chain reaction, the gains are carried forward.
Mon
Aug
04
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, 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.
Wed
Jul
30
UW–Madison’s Wisconsin HOPE Lab has released an evaluation of Single Stop USA’s Community College Initiative. The Implementation Assessment, which was authored by Sara Goldrick-Rab, Katharine Broton, and Victoria M. Frank, is the first in a series of evaluations to fulfill the requirements of a Social Innovation Fund award to Single Stop USA.
Wed
Jul
23
A team of researchers from UW-Madison received a $3.5 million grant from the Institute of Education Sciences and the National Center for Education Research to build upon its promising Project LEAP (Learning through an Early Algebra Progression) initiative over the next four years. Project LEAP is attempting to more deeply examine how the development of children’s algebraic thinking at a younger age may impact their understanding of core algebraic concepts in comparison to students who receive more traditional, arithmetic-based instruction.