DRP Lecture Series
Tuesdays @ 3:00 – 4:00 pm
259 Educational Sciences Building (unless noted)
All lectures are free and open to the public. Light refreshments served at most events.
May 3, 2011
"Ethics & Discussion of Controversial Issues," with Diana Hess, Harry Brighouse, Ru Dawley-Carr, and Paula McAvoy
April 19, 2011
"Race and Ethnicity in the Academy," with Jerlando Jackson, Ruttanatip (Dang) Chonwerawong, and Elton Crim
Please join us for a panel discussion with Dr. Ruttanatip Chonwerawong, Dr. Jerlando F. L. Jackson, and Dr. Elton J. Crim. Come hear about how race and class shape access to higher education and competitive majors, and about employment disparities experienced by people of color in senior-level positions in higher education. We hope to see you there!
Dr. Ruttanatip Chonwerawong, Assistant Dean of the School of Education, oversees Student Diversity Programs at UW-Madison. As a graduate student in Educational Leadership and Policy Analysis, Dr. Chonwerawong completed a dissertation entitled, "The Educational Experiences of Low-Income First Generation College Students of Color at a Major Public University: An Illusion of Meritocracy and Educational Opportunity." Dr. Chonwerawong has 17 years of experience in student services. She has held various positions on the UW-Madison campus from directing the TRIO Student Support Services program—a federally funded program to serve students from low-income families, first generation college students, and students with disabilities to overseeing scholarship programs PEOPLE, Posse, and First Wave. Currently, she leads diversity and equity efforts in the School of Education, focusing on increasing the numbers of students from underrepresented backgrounds in the school at both undergraduate and graduate levels as well as on promoting, with School of Education staff and faculty, positive learning environment for diverse learners.
Jerlando F. L. Jackson is an Associate Professor of Higher and Postsecondary Education in Educational Leadership and Policy Analysis at the University of Wisconsin-Madison. He also serves as the Coordinator for the Higher, Postsecondary, and Continuing Education Program and as a Faculty Affiliate for Wisconsin Center for the Advancement of Postsecondary Education. In addition, he serves as Director of Wisconsin’s Equity and Inclusion Laboratory (Wei Lab). Dr. Jackson’s central research interest has been to explore workforce diversity and workplace discrimination in higher education. He is credited with over 90 publications, 125 presentations, and has published the following books- Introduction to American Higher Education for Routledge (2010), Ethnic and Racial Administrative Diversity: Understanding Work Life Realities and Experiences in Higher Education for Jossey Bass (2009); Strengthening the African American Educational Pipeline: Informing Research, Policy, and Practice for SUNY-Albany Press (2007); and Toward Administrative Reawakening: Creating and Maintaining Safe College Campuses for Stylus Publishing (2007).
Dr. Elton J. Crim, Clinical Professor of Higher and Postsecondary Education in Educational Leadership and Policy Analysis, works to enhance the experiences of students and staff of color in higher education, including through his work with the UW System Institute on Race and Ethnicity.
April 5, 2011
"Learning How the Standards-Based Change (SBC) Process Helps the Literacy Learning of Diverse Learners" Kathryn Au (via skype), Executive Officer of SchoolRise LLC
- Improving the literacy learning of diverse learners requires a multifaceted solution.
- These learners benefit from instruction that follows a staircase curriculum.
- To build and implement this curriculum, teachers need to work together as a school-wide professional learning community.
- The Standards Based Change Process is a research-based approach that guides teachers to build the staircase curriculum.
March 22, 2011
"Conducting International Research," with Nancy Kendall
Dr. Nancy Kendall, Assistant Professor of Educational Policy Studies, will discuss three key issues related to conducting international research at UW and beyond: finding resources (methodological, topical, and financial) to support international research; developing multi-site and cross- and trans-national research designs; and working with the IRB and international partner institutions to assure ethical engagement. The conversation will be primarily concerned with conducting thesis and dissertation research in another country (particularly qualitative or hands-on survey research), but the conversation will also concern building long-term careers in the field of international education.
March 1, 2011
"Finding Your Academic Voice," with Nancy Lihn Karls of the UW Writing Center, and others
To find your academic voice you need to blend your own personal voice and the voice more collectively associated with your discipline. However, this transition can be a difficult one as the writing process in academia is not a transparent one. In this session, Nancy Linh Karls, from the Writing Center, will give some hints, examples and guidance on how to develop an academic voice. Then, an expert panel of writers/editors/reviewers will share their own experiences in developing their voices and what they look for in manuscripts.
Dr. Amy Bellmore - Educational Psychology
Dr. Amy Ellis - Curriculum and Instruction (Math Ed.)
Dr. Peter Miller - Educational Leadership& Policy Analysis (ELPA)
February 15, 2011
"Education Outreach and Partnerships," with Jack Jorgensen and Phillip Caldwell, II
The Education Outreach and Partnerships (EOP) office at the University of Wisconsin-Madison will share our story regarding our change of direction that this initiative represents and the lessons we have learned along the way in building mutually beneficial sustainable partnerships. This discussion will introduce participants to the changing ecology/landscape of university-school based partnerships, as an innovative model that guides the work of EOP.
Jack C. Jorgensen, Assistant Dean for Partnerships and Outreach Services, University of Wisconsin-Madison School of Education. Jack joined the School of Education (SOE) in September 2008. Prior to coming to the SOE Jack spent twenty-two years with the Madison Metropolitan School District, most recently as Executive Director of the Department of Educational Services. Jack has been in public education since 1976 as a special education teacher and administrator. He has a Ph.D. in special education from the University of Wisconsin-Madison.
Phillip Caldwell, II, Assistant Director for Professional Learning, for the Education Outreach and Partnerships (EOP) office for the University of Wisconsin-Madison School of Education. Phillip joined the EOP in May 2009. Prior to coming to his role with EOP, Phillip spent two years as a full time doctoral student in C&I. In his current role, have both administrative and leadership duties, which focus on three key areas: partnership development, budget analysis and management, and marketing and communication. Previously, he served as liaison for the St. Louis Public Schools' Division of Career and Technical Education assigned to Gateway Science, Mathematics and Technology Magnet High School. Phillip has also taught mathematics for the Detroit Public Schools and with Palmer Trinity Independent School (Miami, FL).
February 1, 2011
"Classroom Action Research in Madison, 1990-Now," with Mary Klehr
In an era where educational mandates and top-down control over teachers' professional learning is the norm, the Madison district's Classroom Action Research program holds on to its practice of supporting teachers in setting their own research agendas and generating local knowledge about teaching, learning, and schools. Organized around a guiding set of principles, key among them a respect for teachers' experience and the promotion of intellectual collegiality, C.A.R. is a year-long, voluntary process that has involved over 500 Madison teachers and principals since the program's inception in 1990. Come learn how this longstanding program is structured and supported, and what participants have learned about pedagogy and student learning through the action research experience.
Mary Klehr holds a joint Madison Metro School District/UW-Madison appointment as clinical supervisor for the Midvale-Lincoln Elementary Professional Development School Partnership program in teacher education. She was a 4th grade teacher when she first learned about teacher research, and it entirely changed her understanding of how pedagogical knowledge is constructed, and by whom. Mary also coordinates the Madison school district's Classroom Action Research program, and recently completed her doctoral dissertation featuring school teachers who use aesthetic research methods to study classroom life. She has co-authored a number of articles and chapters on teacher research, and collaborated with university and district colleagues on a 2007 collection of Madison studies for broader publication, Creating Equitable Classrooms Through Action Research (Corwin Press).
Madison teachers Duy Nguyen (Franklin Elementary) and Allen Cross (Wingra School) will be joining Mary to talk about their experiences as beginning and experienced action researchers.
January 18, 2011
"Theatre and Drama as Therapy in Volatile Regions," with Manon van de Water
In September 2004, 334 people, over half of them children, died during a terrorist act in Beslan, North Ossetia. The terrorists seized a school on the first day of classes, a national festivity known as the “Day of Knowledge” in Russia, and held almost 1200 people, mostly women and children, hostage for three days. After the ordeal ended in a bloody shootout the people of Beslan were left to pick up their lives. In this paper, based on personal experience and research over the past few years, Professor Manon van de Water describes how theatre and drama were used as a tool to overcome the trauma caused by the terrakt.
Manon van de Water is a Professor in the departments of Theatre & Drama and Curriculum & Instruction and Director of the Theatre for Youth Program. She has published widely on theatre, drama education, and theatre for young audiences in national and international journals such as Research in Drama Education, Essays in Theatre/Etudes Théâtrale, Modern Drama, Youth Theatre Journal, Theatre Survey, Stage of the Art, Korrespondenzen, and Prospekt. She is the author of Moscow Theatres for Young People: A Cultural History of Ideological Coercion and Artistic Innovation, 1917-2000 (Palgrave Macmillan 2006), and Dutch Theatre for Children (New Plays, 2008/Dramatic Publishing 2009). This presentation is part of her latest book project in progress, Theatre, Youth, Culture: A Critical Journey, which is supported by a Vilas Associate Award.
December 14, 2010
"Configuring the difference: Refugee students' academic identity formation in the figured worlds of academic success and adaptation" with Dr. Aydin Bal of Rehabilitation Psychology and Special Education
Professor Bal will present an ethnographic study to demonstrate how a
practice-oriented theory of identity formation can be used as an analytical tool
to understand a group of newly-arrived refugee students’ evolving identities
as participants of diverse cultural worlds. Professor Bal will also discuss the
issues and potentials in employing multiple research methodologies and
theoretical frameworks in educational research.
November 30, 2010
"Changing Cities, Changing Schools: (Re)conceptualizing Urban Public School Reform," with Linn Posey
This presentation aims to interrogate dominant conceptions of “the urban” and “urban public school reform,” particularly in light of recent social, demographic, and economic changes in city neighborhoods and their public schools. Drawing from her ethnographic research on the politics of middle- and upper middle-class parental engagement in urban public schooling, Posey discusses the need for alternative frameworks for understanding and evaluating “progress” in contemporary urban educational change processes. In addition to sharing her research, Posey will discuss her experiences in crafting a research agenda and securing funding as an early career scholar.
Linn Posey is an Assistant Professor in the Educational Policy Studies at the University of Wisconsin, Madison. Posey’s research and teaching interests focus on the sociology of education; education and urban policy; families and schools; and qualitative research methods. In her research she explores issues of race and class in public schooling and in other learning contexts. She is particularly interested in the impact that changing social, economic, and spatial arrangements in cities and metropolitan regions have on students, their families, and public schools. Her most recent project was an ethnographic case study of the politics of race, class, and demographic change in a Northern California public elementary school. Both her teaching and research are informed by her experiences as a former elementary school teacher and her work in public schools.
November 16, 2010
"From Data to Dissemination -- How two researchers conceptualize a paper or book from their data," with Deborah Brandt & Chris Thorn
Do you have a ton of data but feel lost as to what to do with it? Do you see patterns in your data but don't know what to do next? Do you have emergent ideas from your data that could lead to publishable papers but aren't sure how to proceed?
If you're wondering how to move from your data into writing, Professor Deborah Brandt (English Department) and Dr. Chris Thorn (Wisconsin Center for Education Research) will share how they conceptualize publications from their data.
Professor Deborah Brandt is a professor of English. She is the author of Literacy in American Lives and most recently a book of essays called Literacy and Learning: Reflections on Writing, Reading and Society. Her other book, Literacy as Involvement, won the 1993 David Russell Award for Distinguished Research from the NCTE.
Dr. Chris Thorn is a principal investigator at WCER. Over the past several years, he was involved in creating and expanding the Value-Added Research Center or VARC. His first book, Benevolent Conspiracies, co-written with Helmut Willke arose from his dissertation study about semiconductor firms that were able to collaborate at such a deep level that they got antitrust legislation changed in the U.S.
November 2, 2010
"Research-Based Decision Making: The Case of a System-Wide Reading Approach," with Art Rainwater
How do real school districts use educational research to inform policy and district initiatives? What is the role of data in decision-making around curriculum and teaching, for example? Art Rainwater, former superintendent of the Madison Metropolitan School District and current faculty member in the Department of Educational Leadership and Policy Analysis, will look at the implementation of a system-wide reading approach as a way to understand the relationship between educational research and on-the-ground decision making.
Art Rainwater's career in education spans 45 years. Art retired from the Madison Metropolitan School District in 2008 after 14 years, serving the last 10 years as the district's Superintendent of Schools. During his K-12 educational career, he served as a teacher, coach, principal and central office administrator in several educational settings including both private and public schools. A founding member of the Minority Student Achievement Network, Art's career emphasis has been on social justice issues and eliminating the predictability of student performance based on race and poverty. Art currently continues work in education serving as a Clinical Professor at the University of Wisconsin-Madison in the Department of Educational Leadership and Policy Analysis teaching in the areas of District Leadership and Educational Planning.
October 19, 2010
"Rethinking Family & Community Engagement through Asset-Based Community Development," with Steve Kretzmann, Wisconsin Department of Public Instruction
Asset-based community development (ABCD) is an approach to social change that draws upon existing community strengths to build stronger, more sustainable communities for the future. How might ABCD help educators cultivate more equitable and respectful relationships with families and communities? How is an ABCD approach to community engagement different than what normally happens in schools? Steve Kretzmann of DPI's Community Learning and Partnerships Team will introduce the principles of ABCD and share stories of ABCD in action in education.
Steve Kretzmann has worked for the Community Learning and Partnerships team at the Wisconsin Department of Public Instruction for over ten years, where he coordinates an AmeriCorps program that helps parents, communities, and schools break down barriers that keep them from building strong partnerships. Steve received a Ph.D. from the University of Wisconsin—Madison in United States history, with concentrations in community, educational, and environmental history. He has also performed research for the Asset-Based Community Development (ABCD) Institute at Northwestern University, and he is a Fellow of the Asset-Based Community Development Center based in Chicago. Steve also teaches in the Master of Arts in Social Justice and Community Development program at Loyola University in Chicago.
October 5, 2010 2:45 PM, 259 Educational Sciences
"Life After Graduate School," with Professor Michael Thomas
Worried about leaving the cozy confines of student life? Are you questioning the next step of job hunting– or maybe you not aren't sure how to get out of graduate school in one piece? If so, this talk is for you!
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. He is also interested in qualitative research methodologies and the role of theory in qualitative research.