School of Education/WCER Tuesday Lecture Series

2008-09

Tuesdays @ 3:00 – 4:00 pm
259 Teacher Education Building (unless noted)
All lectures free and open to the public. Light refreshments served at most events.

Tuesday April 28, 2009

Educational Choice & Student Partipation: An Evaluation of the Supplemental Educational Services Provision in Chicago Public Schools

This lecture will discuss and evaluate a key accountability provision of the No Child Left Behind Act – the Supplemental Educational Services (SES) provision, a free after-school tutoring intervention for low-income students – in the context of Chicago Public Schools (CPS). In particular, this work aims to reveal the relationship between the SES provision and CPS student participation in two fundamental ways: (i) by exploring the patterns of CPS student participation in SES across several dimensions of student characteristics in multiple years of SES implementation (2004-05 through 2007-08) and (ii) by estimating the relationship between student characteristics and the propensity for CPS students to participate in SES. This analysis seeks to provide important insights into the characteristics of students who have selected into the SES intervention. In addition, this analysis should provide greater transparency around which SES-eligible students in CPS are participating in the SES program, and in doing so, empower policymakers and researchers to more effectively implement the SES provision, and to more efficiently provide additional academic instruction to low-income and minority students toward the goal of improving student academic outcomes.

Matthew Steinberg is a second year doctoral student at the Irving B. Harris School of Public Policy Studies at the University of Chicago, where he is an Institute of Education Sciences (IES) pre-doctoral educational fellow with the University of Chicago Committee on Education.

(announcement PDF)

Tuesday March 24, 2009

Educating the New Latino Diaspora in Wisconsin

Becca Lowenhaupt, of Educational Leadership and Policy Analysis, will talk about the education of emerging Latino immigrant communities in the state of Wisconsin. Although the New Latino Diaspora represents a widespread and growing trend, little is known about the implications of this demographic shift for schools across the state. This talk will describe the educational context of new immigrant communities, educators' perceptions about the impact of shifting demographics, and school resource implications with a particular focus on staffing.

(announcement PDF)

Tuesday March 10, 2009

Collecting and Analyzing Qualitative Data: The Dance Between the Ideal and the Feasible

C&I dissertator Daniella Molle will speak about the research process she has followed in her dissertation work, which explores professional learning communities and their role in supporting the learning of teachers who work with English language learners. She will address issues related to qualitative data collection and analysis. In particular, she will discuss the importance of having a theoretical framework before collecting data, the process of choosing a site (or sites) for data collection, and the fruitful but challenging interaction between methods and theory during data analysis. The talk is intended for an audience that may be struggling with or expects to struggle with issues related to the research process in a dissertation.

(announcement PDF)

Tuesday February 24, 2009

Controversy in the Classroom: The Democratic Power of Discussion

Professor Diana Hess will speak about the importance of teaching young people how to talk about highly controversial political issues in schools. She researches what skillful teachers do to help their students engage in high quality discussions of issues, the dilemmas and challenges they encounter when doing so, and how their students experience and learn from this form of democratic education.

Diana Hess is an associate professor of curriculum and instruction at the University of Wisconsin-Madison.

(announcement PDF)

Tuesday February 10, 2009

How Can We Ever Get Ahead If We Continue to Regress?

This talk focuses on the use of relational methods as a means of overcoming the ontological absurdity of conventional variable-based social science.

Adam Slez is a Ph.D. candidate in the department of sociology.

(announcement PDF)

Tuesday January 27, 2009

When People Get in the Way: Promoting Civic Thinking Through Epistemic Game Play

Today, half of the world’s population—some 3.3 billion people—live in cities, and by 2030, the urban population will exceed 5 billion. As the United Nations Population Fund suggests, this population’s future, “the future of cities in developing countries, the future of humanity itself, all depend very much on decisions made now in preparation for this growth.” Understanding and navigating the complex interrelationships of cities is a fundamental form of citizenship in the 21st Century.

Elizabeth Bagley is a Ph.D. candidate in Educational Psychology and Environment and Resources.  This talk will focus on how players of the Urban Science epistemic game, in which young people negotiate stakeholder needs in order to create comprehensive land use plans, gain an understanding of urban ecology.

(announcement PDF)

December 9, 2008

Education in the Obama Administration: Real Change or More of the Same?

Gloria Ladson-Billings and Ken Goldstein will discuss the landscape of education policy under the new administration and Congress.  The discussion will cover issues ranging from federal funding for K-12 and higher education, the fate of the No Child Left Behind Act, and the impact on education research.  The discussion will also cover broader topics related to the potential for substantial transformations in the education system.

Ken Goldstein is a professor of political science at the University of Wisconsin-Madison and Director of the Wisconsin Advertising Project. His research includes political advertising, turnout, campaign finance, survey methodology, Israeli politics, and presidential elections. Goldstein has worked as a researcher for the CBS News Election Unit, the Charlie Rose show and as an election night consultant for CNN and CBS News. He is also currently a consultant for the ABC News political unit.

Gloria Ladson-Billings is the chair of the Department of Curriculum & Instruction, Faculty Affiliate in the Department of Educational Policy Studies and the Kellner Family Professor of Urban Education and at the University of Wisconsin-Madison. She was the 2005-2006 president of the American Educational Research Association. Ladson-Billings' research examines the pedagogical practices of teachers who are successful with African American students and the application of Critical Race Theory to education.

(announcement pdf)

Tuesday November 25, 2008

Perspectives on Technology Use in Teacher Education

Steve Head, Mike Tamblyn, and Erica Halverson will address innovative processes and programs which address how technology can be integrated in the professional development of teachers. Discussion will address work with pre- and in-service teachers as well as using technology for studying the relationship between digital art-making and identity development.

Steve Head is Director of Education Portfolios and Career Services. He develops and administers innovative processes and programs to support School of Education Portfolio Project integrated with on-going professional career support. Mike Tamblyn is a high school math teacher who also specializes in teaching math teachers how to incorporate technology in their instruction.  He has worked with thirteen districts in Wisconsin toward this goal and teaches summer academies around the state for math teachers offered through WASDI. Erica Halverson is an Assistant Professor of Learning Sciences in the Educational Psychology department.  Dr. Halverson's current research focuses on youth participation in media arts organizations. Through case studies with organizations across the country, Dr. Halverson studies the process and product of digital art-making in order to understand the relationship between identity development and participation in these practices.

(announcement pdf)

Tuesday November 11, 2008

Small Learning Communities & High School Reform

Bruce King, Dept. of Educational Leadership & Policy Analysis, and Kolleen Onsrud, Madison Metropolitan School District (MMSD), will facilitate a discussion around Small Learning Communities in high schools.

Essential questions include: "What evidence suggests that Small Schools and Small Learning Communities are worth the effort?" and "Why is MMSD implementing SLCs and how are they doing it?"

(announcement pdf)

Tuesday October 28, 2008

A Dissertator's Toolkit: Finding the Best Technology to Meet Your Needs as an Educational Researcher Microsoft PowerPoint presentation here.

Chris Thorn is an assistant research scientist at the Wisconsin Center for Education Research (WCER). He completed his Doctor of Sociology degree at the University of Bielefeld, Germany. Currently, he is engaged in two different research projects: He is the principal investigator of the evaluation of the Chicago Community Trust's Education initiative, and he is one of the project leaders in the Value-Added Research Center.

His practical and informative talk on using technological tools for thesis and dissertation research will highlight the ways a variety of software packages and technical aids can be implemented to enhance current graduate students' projects. Chris will share how students can access and learn to use the best technology has to offer to facilitate their own research.

(announcement pdf)

Tuesday October 14, 2008

Culture, Curriculum, & Jihad: Transnational Issues in Technology Implementation in Schools

Michael K. Thomas is an Assistant Professor in the Educational Communications and Technology program in the Department of Curriculum & Instruction at the University of Wisconsin—Madison. He earned a Ph.D. in Instructional Systems Technology and Language Education from Indiana University—Bloomington in 2004. His research interests include international contexts of educational technology implementation, the notion of culture in instructional design, and Islamic world curricula..

(announcement pdf)

Tuesday, September 23, 2008

Generational Succession and Enduring Commitments

Michael Olneck, professor of educational policy studies and sociology and Sara Goldrick-Rab, assistant professor of educational policy studies and sociology. Faculty, staff, and students are encouraged to join us for a Q & A discussion with Professor Michael Olneck and Assistant Professor Sara Goldrick-Rab.  They will offer their perspectives and insights regarding political, professional, and methodological shifts in research universities, in addition to discussing their thoughts and concerns about future educational research.

(announcement pdf)

School of Education
UW-Madison
1025 W. Johnson St.
Madison, WI 53706

For more information:
Richard Halverson
DRP Director
halverson@education.wisc.edu
608-265-4772

Al Barnicle abarnicle@wisc.edu