Research News

Tue
Jul
30
Helping sixth graders see their concerns about measuring up in middle school as normal and temporary can boost grades and attendance, while reducing behavioral problems, a new study by UW–Madison researcher Geoffrey D. Borman shows. The brief, low-cost intervention, done early in the school year, also scales up easily for use by an entire school district.
Fri
Jul
26
UW-Madison’s Kelli Koltyn and Kevin Crombie recently participated in a symposium titled “Exercise and the Endocannabinoid System: Implications for Mental Health” at the annual meeting of the American College of Sports Medicine in Orlando, Florida. Koltyn is a professor with the School of Education’s Department of Kinesiology, while Crombie is a graduate student with the department.
Thu
Jul
25
UW–Madison’s Robert Enright is receiving a 2019 Expanded Reason Award in recognition of his pioneering work on the power of forgiveness. This international award from the Universidad Francisco de Vitoria in Madrid, Spain, and the Vatican Foundation Joseph Ratzinger/Benedict XVI, recognizes extraordinary teachers and researchers. Enright, a professor with the School of Education’s highly regarded Department of Educational Psychology, is being recognized in the Expanded Reason Award’s research category for his book, “Forgiveness Therapy: An Empirical Guide for Resolving Anger and Restoring Hope.”
Tue
Jul
23
Kelli Koltyn and Susan Andreae recently received a UW-Madison Contemporary Social Problems Initiative Award for their project titled “Enhancing Maintenance of Standing Up and Moving more in Older Adults.” Koltyn is a professor with the School of Education’s Department of Kinesiology, while Andreae is an assistant professor with the department. Older adults spend most of the day in sedentary behavior increasing their risk for chronic health conditions, functional limitations, and premature mortality. Thus, there is a need for community-based interventions that reduce sedentary behavior and get older adults moving more throughout the day.
Fri
Jul
19
UW-Madison’s David Kaplan was named a research affiliate at the Leibniz Institute for Educational Trajectories (LIfBi) located in Bamberg, Germany.
Thu
Jul
18
UW-Madison’s Ellie Bruecker is the co-author of an important new paper that is designed to help states reconsider, reconceptualize, and ultimately improve their higher education authorization processes. The paper, published by SHEEO, is titled “Improving State Authorization: The State Role in Ensuring Quality and Consumer Protection in High Education.”
Wed
Jul
17
UW-Madison alumnus David Perrodin presented at the July 3 Wednesday Night at the Lab (WN@TL) event, delivering a talk on the UW-Madison campus titled, "School safety in America: Rhetoric vs reality." Perrodin earned his Ph.D. from the School of Education's Department of Educational Leadership and Policy Analysis (ELPA) in 2016. He is the author of the book "School of errors — rethinking school safety in America."
Tue
Jul
02
Over the next two years, a team of education researchers at the University of Wisconsin–Madison will use a new $1.8 million grant from the Bill & Melinda Gates Foundation to learn significantly more about college internships and how students of color enter the workforce from college. Awarded to the Center for Research on College to Workforce Transitions (CCWT) in the School of Education’s Wisconsin Center for Education Research, the funding will allow Matthew T. Hora and his multi-disciplinary research team to expand the College Internship Study from its current five campuses to six new partner institutions.
Fri
Jun
28
The latest edition of Learning Connections, an alumni news magazine from the UW-Madison School of Education, is now available online. The ​Summer 2019 issue is filled with exciting news about School of Education faculty, staff, students, and alumni. The cover stories are focused on Connecting with Community, and the School's efforts to explore new possibilities, engage diverse voices, and improve lives.
Mon
Jun
24
This year, three graduate students with ties to the School of Education have received Global Health Institute awards and grants. Niu Yanzhuo and Rui Meng of the Department of Educational Psychology, and Ngonidzashe Mpofu of the Department of Rehabilitation Psychology and Special Education, all earned Gradate Student Research Awards.
Thu
Jun
20
A team of researchers from the School of Education's Department of Educational Psychology was recently awarded two grants to examine brief mental health interventions that are designed for use in schools. An overarching goal of these projects — which are funded via the U.S. Department of Education, Institute of Education Sciences (IES) — is to test strategies that schools can use to support students who are at risk for social-emotional and behavioral concerns.
Tue
Jun
18
A literacy and arts enrichment program for low-income children aged 2-18 in Madison is a force for good mainly because it creates a "safe place" for participants to take risks and learn to express themselves, according to program evaluation experts at UW-Madison.
Tue
Jun
18
In the world of K-12 English language proficiency assessment, a population of U.S. students is often overlooked, according to Laurene Christensen, a principal investigator at the Wisconsin Center for Education Research. Although federal law, requires each state to assess the English language proficiency of these underserved students, many states have never done so because they lack the knowledge and resources on how to go about it, she says.
Mon
Jun
17
The School of Education’s Grand Challenges initiative, which aims to ignite cross-disciplinary innovation, spent much of the 2018-19 academic year focusing on a new Seed Grants Competition. In late May, nine interdisciplinary teams were awarded $75,000 each to grow their ambitious ideas
Mon
Jun
17
Getting past the basic “yes” or “no” question on college internships — just asking whether a student did one or not — to get a deeper understanding of the “whys” and “what-ifs” around these on-the-job experiences is at the heart of a new working paper co-authored by UW–Madison's Matthew Hora, a research scientist with the School of Education’s Wisconsin Center for Education Research (WCER).
Fri
Jun
14
With the legitimacy of science increasingly under attack, UW–Madison’s John Rudolph has authored a new book that explains how and why we teach science in schools matters. Rudolph, who started his career as a middle and high school science teacher in Wisconsin, is a professor and chair of the School of Education’s highly regarded Department of Curriculum and Instruction. He is an expert on the history of science education in American schools.
Fri
Jun
14
UW-Madison’s Robert Enright has been invited to represent Division 3 (Society for Experimental Psychology and Cognitive Science) of the American Psychological Association (APA) at the annual Spielberger EMPathy Symposium on Aug. 9 in Chicago. Enright, a professor with the School of Education’s Department of Educational Psychology and the founder of the International Forgiveness Institute, has been pioneering work on the science of forgiveness and researching how it affects wellbeing for more than three decades.
Thu
Jun
06
A new study from UW-Madison's Xueli Wang and Seo Young Lee examines the psychometric properties of a new survey measuring factors of STEM student transfers from two- to four-year colleges. This study was published in the Review of Higher Education.
Wed
Jun
05
UW-Madison’s Michael Apple has just published two new books — “Re-imagining Education for Democracy,” with Stuart Riddle, and “Critical Studies of Education in Asia: Knowledge, power, and the Politics of Curriculum Reforms,” with Leonel Lim. Both examine the limits and possibilities of creating more critically democratic educational policies and practices, and current national and international contexts.
Tue
Jun
04
UW-Madison's David Kaplan recently received an $800,000 grant from the Institute for Education Sciences (IES) to develop and adapt the method of Bayesian dynamic borrowing to large-scale assessment programs, such as the National Assessment of Education Progress (NAEP) and the Program for International Student Assessment (PISA). The co-PI on the project is Jianshen Chen, who earned her Ph.D. from the Department of Educational Psychology’s quantitative methods program.