Wisconsin-Spencer Lecture Series
Tuesdays @ 3:00 – 4:00 pm
220 Teacher Education Building (unless noted)
All lectures free and open to the public. Light refreshments served at most events.
Tuesday May 6, 2008
"The Educational Science Reform Act" and "No Child Left Behind" (NCLB): Prescriptions for the Classroom
Brian Zoellner (PhD candidate in Curriculum and Instruction). The scientifically based research requirements of NCLB and the Education Sciences Reform Act have been controversial within the educational research community. Brian Zoellner will shed light on this controversy in sharing his analysis of artifacts, such as press reports, hearings and federal documents, in order to understand the context, motivations, and rationales behind these policies.
Tuesday April 15, 2008
Panel Discussion: Career Options for Researchers
Panel Members: Maria Bundy, Education Advisor to Governor Jim Doyle, Lana Nenide, Graduate of Education Psychology, Professional Development/Resource Coordinator for the Wisconsin Alliance for Infant Mental Health, and Cathy Caro-Bruce, Consultant for the Wisconsin Department of Public Instruction, Title I and School Support.
This panel features researchers who are working outside of academia to advise education practice and policy in non-traditional careers in education. They will outline their professional trajectories and discuss how they use their expertise in their current roles to influence education at the state and local levels.
Tuesday, April 1, 2008
Surviving and Thriving as a Social Justice Leader in K-12 Education
Deborah Hoffman, PhD candidate in Educational Leadership and Policy Analysis, will discuss her dissertation research on principal leadership and social justice. Using her own experience for reflection, she employs autoethnographic methods to explore the following research questions: How does a principal lead for social justice? How does a principal simultaneously learn about and lead for social justice? What contradictions arise in social justice leadership, and how should a principal respond to these contradictions?
Tuesday, March 4, 2008
"Fresh from the Field: Tips on Finding Funding, Conducting Fieldwork (with family), and Finally Writing"
Kristy Kelly and Sarah Roberts, PhD candidates, will present their journey through the maze of funding, fieldwork, and writing...all while parenting. It can be done! This promises to be an informative lecture for all doctoral candidates as they plot their own journeys.
Thursday, February 21, 2008 and Tuesday, February 26, 2008
Information Session—Wisconsin Doctoral Research Program
12:00pm – 1:00pm
259 Educational Sciences Building
The Wisconsin Doctoral Research Program (DRP) is a carefully designed and mentored program for graduate students seeking careers that will emphasize research. The program provides its students with a cross-department community, multiple research perspectives, and a DRP cross-disciplinary seminar including lecture series participation.
School of Education first and second year Doctoral Graduate students are invited to attend one of two admissions information sessions for the DRP on the dates shown above.
Tuesday, February 19, 2008
Experiencing it First Hand: Playing with Epistemic Game Engines
David Hatfield, PhD candidate, will discuss epistemic games as one approach to creating educational games. They give players skills that transfer beyond the game world by helping young people become fluent in valuable social practices. Through role-playing, players learn to become--and think like-- engineers, journalists, and other professionals. This talk looks at how the technologies enhancing these games, the epistemic game engines, encode key aspects of a professional practicum and help young people learn through participation.
Tuesday, February 5, 2008
The Importance of Cultural and Social Capital During Special Education Home-School Interactions
Dr. Audrey Trainor, The Department of Rehabilitative Psychology and Special Education will discuss concerns about access to the general education curriculum, inclusive classrooms, and disproportionality that have been at the fore of education research regarding students with disabilities for over three decades. Interactions between parents and school personnel play an important role in disability identification and service provision for youth who struggle in school.
How do parents and teachers learn how to communicate and collaborate in these interactions? What types of information do parents and teachers prioritize? How do social networks between and among teachers and parents influence home-school interactions? What types of capital resources are perceived to be more effective by parents? By teachers?
Assistant Professor Trainor will present data from recent and ongoing studies of cultural and social capital, connecting a Bourdieuian framework of capital theory and access to education during special education processes.
Tuesday, December 4, 2007
State Merit Aid Policy and Student Academic Choice: Evidence from Kentucky
Jennifer Delaney, Assistant Professor ,Educational Leadership and Policy Analysis will discuss her ongoing research on the academic consequences of student financial aid that is awarded on the basis of merit. Her talk will focus on the statewide merit aid program in Kentucky. She will also discuss some of the technical and political issues that graduate students may face when attempting to use student unit record data or state level data systems for their research.
Tuesday, November 20, 2007
Smashing the Glass Ceiling: Women in Leadership Positions at the UW
Julie Underwood, Dean of the School of Education Alberta Gloria, Professor in Counseling Psychology and Director of the Chican & Latin Studies Program Jennifer Sheridan, Research Director of Women in Sciences & Engineering Leadership Institute (WISESI)
Join these campus leaders as they discuss challenges that confront women leaders and the strategies to overcome them. The panel will debate the stereotypes that confront women leaders and how these conceptions, whether true or false, affect the ability of universities to recruit and retain women in leadership positions. Please join us for an engaging dialogue that brings together relevant research and first-hand experiences on this pertinent issue.
November 6, 2007
Nancy Kendall, Assistant Professor of Educational Policy Studies "Research and Practice in International Education: Examining the Effects of Global Policies on Educational Experiences in Malawi & Mozambique."
Nancy Kendall will discuss her current research in Malawi and Mozambique, examining the interactions of global policy frameworks (such as education for all, political democratization, neoliberal economic reform, and HIV/AIDS policies) with people's (particularly children's) daily educational and life experiences. Her presentation will include some of the issues that arise for researchers interested in conducting ethnographic studies on official policies, and particularly for students interested in conducting policy research internationally.
October 2, 2007 - changed to 228 Educational Sciences Building
Christine K. Lemley, Sara Michael-Luna, Sarah A. Robert
"Cultivating Communities of Practice, Cultivating Educational Researchers: Experiences from one informal study group"
How does an informal study group cultivate graduate students as educational researchers? How does such a group start and continue? To answer these questions, three of the original nine participants will share their history of their informal study group, which originated in DRP. They will talk about the norms of collaboration that were established, analyze the group’s effect on the development of individual members as educational researchers and the cultural and structural norms surrounding educational research. The audience is invited to listen, ask questions and brainstorm with the panelists as they continue cultivating a sustainable community of practice.
September 18, 2007
"The Design of Video Game-Based Learning Environments"
New media technologies are changing how we think, interact, and learn. This talk provides a framework for understanding new media as technologies of simulation, socially participatory, and aesthetically enriching. It then builds a model for how such media might be used for designing learning experiences. It concludes with a case study of a learning system based on these principles, an interdisciplinary middle school unit designed to support students' acquisition of literacy skills through playing local augmented reality games on handheld computers. This program, which has been used in a dozen classrooms in Wisconsin, is part of a larger Department of Education Grant investigating the potential of such activities to transform learning.