Research News

Wed
Dec
06
Members of UW-Madison’s Wisconsin Equity and Inclusion Laboratory (Wei LAB) traveled to Boulder, Colo., in November for a workshop related to the Geoscience Diversity Experiential Simulations (GeoDES) Project, funded by the National Science Foundation (NSF). The three-day workshop, held Nov. 13-15, helped participants think critically about race, gender and sexual identity, as well as develop leadership techniques and skills. The workshop included bystander intervention training through the use of virtual reality technology.
Wed
Dec
06
UW-Madison's Julie Underwood authored another "Under the Law" column for Phi Delta Kappan magazine, with her latest report examining teachers' classroom speech and the legal rights of school boards in determining what materials are appropriate for the classroom.
Tue
Dec
05
UW-Madison’s Jill Barnes is the lead author of a recently published paper in the American Heart Association's Hypertension journal. The research examines an association between pregnancy history and brain blood flow characteristics. The results suggest a history of high blood pressure (specifically preeclampsia) negatively affects cerebral circulation years after pregnancy. This might explain the greater risk of stroke and cognitive decline in women who have had a history of preeclampsia.
Mon
Dec
04
An innovative and groundbreaking 2012 book co-authored by UW-Madison’s Clifton Conrad and Laura Dunek was recently translated into Chinese and published by Shanghai Scientific and Technological Education Publishing House. The book, which was initially published in English by the Johns Hopkins University Press, is titled, “Cultivating Inquiry-Driven Learners: A College Education for the 21st Century.”
Wed
Nov
29
The research of UW-Madison’s Kathryn Kirchgasler that examines the racialized history of U.S. science education was recently featured in a news report from the University of Kansas. Kirchgasler is a Ph.D. candidate with the School of Education’s Department of Curriculum and Instruction. While completing her dissertation, Kirchgasler has started working as a lecturer with the University of Kansas’ Department of Curriculum and Teaching. The news report notes how Kirchgasler has been studying how U.S. students have been separated into different levels of science classes for more than a century and how research and standardized testing have perpetuated inequalities.
Tue
Nov
28
A new campus forum designed to bring together UW-Madison researchers from a range of arts fields is kicking off Dec. 7. Arts Agôn: A Forum Where Arts Researchers Connect, runs from 1:30 to 3:30 p.m. in the Education Building’s Wisconsin Idea Room. It will put a spotlight on how faculty and students are participating in arts research, which is a key to the creation of new knowledge, whether it takes the form of arts practice as a method of inquiry, historical research through curation, arts in science or medical research, arts educational research, or arts impact studies.
Fri
Nov
24
Brittany Travers, a faculty member with the School of Education and Department of Kinesiology's Occupational Therapy program, is the lead author on a new study showing how playing a video game can help some children and youth with autism spectrum disorder improve their balance. In this pilot study — the largest ever to look at the effects of balance training on individuals with ASD — 29 participants between the ages of 7 and 17 with ASD completed a six-week training program playing a video game developed by the researchers.
Tue
Nov
21
UW-Madison alumnus Simon Goldberg recently co-authored an article published in the journal Clinical Psychology Review about mindfulness-based interventions for psychiatric disorders. Says Goldberg, who received his Ph.D. from the School of Education’s Department of Counseling Psychology: "Rather than viewing mindfulness as an 'alternative' therapy, our study suggests mindfulness on average shows similar effects to other frontline treatments, things like cognitive-behavior therapy and antidepressant medications."
Mon
Nov
20
UW-Madison’s Michael W. Apple delivered the keynote address at the Re-Imagining Education for Democracy Summit in Queensland, Australia, on Nov. 13. Apple’s address was titled, “Can Education Change Society?” Apple writes that while it is important to offer analyses and critiques of the way the terrain of educational reform has been dominated by neoliberal and neoconservative policies, it is equally important to build critically democratic alternatives.
Fri
Nov
17
UW-Madison’s Carolyn Kelley and Alexandra Pavlakis of Southern Methodist University co-authored a paper that received the 2017 Journal of Research on Leadership Education’s Best Article Award. The award-wining research article is titled, “Accreditation in the Professions Implications for Educational Leadership Preparation Programs.” Kelley is the School of Education’s senior associate dean for academic programs and is a professor with the Department of Educational Leadership and Policy Analysis. Pavlakis is an alumna of UW-Madison and an assistant professor at SMU.
Fri
Nov
17
The American Association of Hispanics in Higher Education (AAHHE) selected UW-Madison’s Laura Chávez-Moreno as an AAHHE Ford Foundation Graduate Student Fellow for 2018. Chávez-Moreno is a Ph.D. candidate with the School of Education’s Department of Curriculum and Instruction. As part of this prestigious honor, Chávez-Moreno will attend the annual AAHHE Conference March 8-10 in Irvine, Calif., where she will be presenting her dissertation research.
Wed
Nov
15
A recent article co-authored by UW-Madison alumnus Simon Goldberg is putting the spotlight on the need for more rigorous research into mindfulness-based interventions. The paper is titled, “Is mindfulness research methodology improving over time? A systematic review,” and it appeared in the open-access journal PLOS One. Goldberg, who received his Ph.D. from the School of Education’s Department of Counseling Psychology in August, is the lead author on the report. He is currently completing his postdoctoral fellowship in Health Services Research & Development at the Seattle VA and the University of Washington.
Wed
Nov
15
School of Education Dean Diana Hess is receiving the 2017 Jean Dresden Grambs Distinguished Career Research Award from the National Council for the Social Studies (NCSS). This prestigious annual honor recognizes professionals who have made extensive contributions to knowledge concerning significant areas of social studies education through meritorious research. The award will be presented to Hess in San Francisco on Wednesday, Nov. 15, at the NCSS 97th Annual Conference, during the College and University Faculty Assembly (CUFA) Business Meeting.
Tue
Nov
14
Developed at the Wisconsin Center for Education Research, part of UW–Madison’s School of Education, the Comprehensive Assessment of Leadership for Learning (CALL) is a one-of-a-kind, online survey and automated feedback system that measures leadership practices across an entire school. The CALL survey was created in 2009 by School of Education faculty members Richard Halverson and Carolyn Kelley. The two co-authored a new book about their work titled, "Mapping Leadership: The Tasks That Matter for Improving Teaching and Learning in Schools."
Tue
Nov
14
UW-Madison's Daniel Corral co-authored a recent article that highlights the many contributions being made by minority serving institutions (MSIs) in higher education. The report is titled, “Minority Serving Institutions: A Data-Driven Student Landscape in the Outcomes-Based Funding Universe,” and it appears in the University of California-Berkeley’s Review of Education. Corral is a doctoral student with the School of Education’s Department of Educational Leadership and Policy Analysis.
Mon
Nov
13
UW-Madison’s Gloria Ladson-Billings became the new president of the National Academy of Education (NAEd) during the group’s fall research retreat in Washington, D.C., on Friday, Nov. 10. “I look forward to the opportunity to lead what is the premier assemblage of education scholars in the world,” says Ladson-Billings, the School of Education's Kellner Family Distinguished Chair in Urban Education.
Mon
Nov
13
UW-Madison's Laura Hamman has published an article in Language and Education about the impact of translanguaging in two-way dual language immersion (DLI) contexts. Hamman is a Ph.D. candidate with the School of Education's Department of Curriculum and Instruction, specializing in English as a second language and bilingual education. Hamman's dissertation explores the language and literacy practices of emergent bilinguals in two-way immersion classrooms and considers how classroom practices, policies and ideologies shape students' bilingualism.
Sat
Nov
11
The research of UW-Madison's Dane Cook examining white matter damage and pain in veterans is featured in a news story from the U.S. Department of Veterans Affairs. Cook is a professor with the School of Education’s Department of Kinesiology and a research physiologist with the Department of Veterans Affairs. “Changes in brain white matter show that there is something wrong in the central nervous system that may explain why the veteran is experiencing widespread pain," says Cook.
Wed
Nov
08
UW-Madison's Andrea Ruppar ​is receiving the Early Career Publication Award from the Teacher Education Division of the Council for Exceptional Children. Ruppar is an assistant professor with the School of Education’s Department of Rehabilitation Psychology and Special Education. The paper was published in the journal Teacher Education and Special Education, and is part of a larger project exploring perceptions about expertise for teachers of students with significant support needs.
Tue
Nov
07
UW-Madison's Percival Matthews recently co-authored a journal article titled, "An Emoji is Worth a Thousand Variables." Matthews is an assistant professor with the School of Education's Department of Educational Psychology. The article -- which appears in the journal The Mathematics Teacher and is co-authored with teacher Tony McCaffrey -- explores the potential of icon-based mathematical games, emoji math and mobile math to promote student engagement and understanding of algebra.