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The Subaltern School

Why Reading Is Fundamental to Racial Equity

September 15, 2020 | By Stephanie J. Hull

America is finally waking up to the full scope and severity of its oldest illness: racism. We cannot afford to hit snooze. And yet this awakening comes at a time when coronavirus-related school closures are exacerbating racial inequalities in our education system, even as the virus and the recession disproportionately hurt communities of color.

UW-Madison researcher collaborates on new NSF-funded national artificial intelligence initiative

September 14, 2020 | By Lynn Armitage, WCER Communications

Sadhana Puntambekar, a principal investigator at the Wisconsin Center for Education Research and professor in the University of Wisconsin─Madison School of Education, will collaborate with national researchers on establishing one of five artificial intelligence (AI) institutes and education hubs. A $100 million initiative of the National Science Foundation, the centers are the single most significant federal investment to date in exploring how AI can benefit the United States’ quality of life, economy and international competitiveness.

UW Researchers Partner with Madison School District to Sharpen 4K Teaching

August 21, 2020 | By Karen Rivedal, WCER Communications

The project, funded by a $400,000 federal grant, culminated with the delivery of research-based professional development sessions to 20 Madison 4K teachers on four Saturdays last school year.

Making Science Multilingual Partnership works to change the way we teach science

August 20, 2020 | By Jesse Stone, Nevada Today

Yerington Elementary is trying something new. They’re working towards implementing teaching science in every classroom as part of their school improvement program. This year, the school is participating as a pilot of brand-new ideas and principles made by Making Science Multilingual that make science teaching more effective not just for students that learn English as a second language, but everyone.

Many rural Wisconsin school districts don’t have full-time nurses. Some don’t have any at all.

August 18, 2020 | By Naomi Kowles

Across Wisconsin in small, rural districts made up of just a few hundred students, full-time school nurses are a scarce commodity. It’s not a new issue, but the implications of a school year unfolding mid-pandemic with incomplete access to medically-training staff is one that’s concerning to district administrators as they plan for an uncertain, and often in-person, return to school this fall.

Coronavirus has upended school plans. It will also worsen racial & economic inequalities,

August 12, 2020 | By Michelle Fox, CNBC

WCER’s Madeline Hafner, executive director of the Minority Student Achievement Network Consortium, is quoted in this CNBC news story that reports on how inequity in the education of minority and disadvantaged children will grow due to the move to virtual learning prompted by COVID-19.

COVID-19 BACK TO SCHOOL

August 10, 2020 | By Logan Wroge, Wisconsin State Journal

In this article in the Wisconsin State Journal, WCER researchers and UW-Madison School of Education professors Gloria Ladson-Billings and Mitchell Nathan, with colleague Beverly Trezek, and Seth Pollock, offer insights into how students’ academic and social-emotional needs will be intertwined in the coming school year due to the disruptions caused by COVID-19.

UW-Madison expert on going back to school

August 10, 2020 | By Gena Kittner

CRECE Director Beth Graue provides advice on how teacher, staff, parents and students can untangle the many unusual issues surrounding the return of school this fall in this extensive Q&A with the Wisconsin State Journal.

As school restarts, UW experts say supporting academics, social-emotional health is key

August 10, 2020 | By Logan Wroge

WCER researchers Mitch Nathan and Gloria Ladson-Billings provide expertise on the importance of supporting students’ academic and social-emotional needs in this back-to-school story by the Wisconsin State Journal.

‘Three Things’ video series highlights UW–Madison faculty and staff research

August 4, 2020 | By Sarah Archibald, UW-Madison School of Education

Two groups in the School of Education are teaming up to share information from their on-campus colleagues with the broader, off-campus community. The Wisconsin Evaluation Collaborative and Everyday Academics are producing short videos that highlight UW–Madison researchers, faculty, staff, and students who share a few of the guiding principles about their work. So far, there are 12 videos in the “Three Things” series. The videos include information about the arts, bilingualism, teaching math, hip-hop pedagogy, digital learning, and more.

New program brings learning, interaction for 3rd and 4th graders at Penn Park

August 3, 2020 | By Scott Girard, The Capital Times

The program received grants from Dane County in June and another from the Evjue Foundation announced in July. The Evjue Foundation is the charitable arm of the Capital Times Company, but has no control over the editorial side of the paper. Shortly after finding out about the money from the county, Mt. Zion lead pastor Rev. Marcus Allen called University of Wisconsin-Madison professor Gloria Ladson-Billings about getting something started.

Supporting Black Interns through Racial Trauma: a Step-by-Step Guide for Colleges, Employers

July 30, 2020 | By Karen Rivedal, WCER Communications

As all aspects of American society face a national reckoning on racism and police brutality, new UW−Madison research is providing a playbook that employers and higher education professionals can use to help Black student interns cope with vicarious racial trauma amid the continuing public protests against anti-Black violence.

Three from Vanderbilt Peabody College honored for education research

July 28, 2020 | By Vanderbilt University

A leading Vanderbilt scholar, her doctoral student and a recent doctoral alumnus have been honored with awards by the American Educational Research Association.

Carolyn J. Heinrich, Patricia and Rodes Hart Professor of Public Policy and Education, and Jennifer Darling-Aduana, a Ph.D. candidate, received the Palmer O. Johnson Memorial Award for their article “A Look Inside Online Educational Settings in High School: Promise and Pitfalls for Improving Educational Opportunities and Outcomes.” Co-authored with Annalee Good and Huiping (Emily) Cheng of the University of Wisconsin-Madison, the article appeared in the December 2019 issue of the American Educational Research Journal.

Expert cautions learning pods could worsen Madison’s achievement gap

July 28, 2020 | By By Emily Shetler, The Capital Times

Almost immediately after the Madison School District joined other districts across the country in announcing a return to online instruction instead of bringing students back to the classroom for the fall semester, posts started popping up on Facebook groups, Craigslist, Reddit and the University of Wisconsin-Madison student job board seeking in-home academic help.

How college leaders can bridge the growing ‘trust gap’ with their faculty and staff members

July 24, 2020 | By Goldie Blumenstyk, The Chronicle of Higher Education

Harmony on campus is hard to come by even when the stakes are lower. The brutally tough decisions colleges have been or soon will be making — how to teach in the fall, where to cut as budgets tighten — are among the most challenging that institutions have faced, at least since 2008. And for the foreseeable future, it’s not going to get any easier.