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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Showing all 6 results
Making Sense of Time as Context: Theoretical Affordances of Chronotopes in the Study of Schooling and Student Success. WCER Working Paper No. 2010-11
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Compton-Lilly, Catherine – Wisconsin Center for Education Research (NJ1), 2010
Time regulates the lives of educators. Time on task, 45-minute classes, 2-hour literacy blocks, 10-week marking periods, and 40-week school years are central to teachers' lives and to the operation of schools. In contemporary schools, benchmarks, standards, promotion, retention, graduation, and ultimately school success are all intricately…
Descriptors: Standardized Tests, Time on Task, Literacy, Writing Instruction
A Final Case Study of SCALE Activities at California State University, Northridge: How Institutional Context Influenced a K-20 STEM Education Change Initiative. WCER Working Paper No. 2009-5
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Hora, Matthew T.; Millar, Susan B. – Wisconsin Center for Education Research (NJ1), 2009
This qualitative case study reports on processes and outcomes of the National Science Foundation (NSF)-funded System-Wide Change for All Learners and Educators (SCALE) project at the California State University, Northridge (CSUN). It addresses a critical challenge in studying systemic reform in complex organizations: the lack of methodologies that…
Descriptors: Undergraduate Study, Organizational Culture, Organizational Change, Educational Change
A Final Case Study of SCALE Activities at UW-Madison: The Influence of Institutional Context on a K-20 STEM Education Change Initiative. WCER Working Paper No. 2008-6
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Hora, Matthew T.; Millar, Susan B. – Wisconsin Center for Education Research (NJ3), 2008
This qualitative case study reports on processes and outcomes of the National Science Foundation (NSF)-funded System-Wide Change for All Learners and Educators (SCALE) project at the University of Wisconsin-Madison (UW-Madison). It addresses a critical challenge in studying systemic reform in complex organizations: the lack of methodologies that…
Descriptors: Productivity, Graduate Students, Elementary Secondary Education, Cooperation
Family and Contextual Socioeconomic Effects across Seasons: When Do They Matter for the Achievement Growth of Young Children? WCER Working Paper No. 2007-5, August 2007
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Benson, James G.; Borman, Geoffrey D. – Wisconsin Center for Education Research (NJ1), 2007
Researchers have disagreed about the extent to which differences in achievement based on socioeconomic status (SES) accumulate during the school year as compared to the summer, and the literature has not fully assessed the contributions of social contexts--in the form of both school and neighborhood poverty concentration and racial and ethnic…
Descriptors: Grade 1, Kindergarten, Elementary School Students, Socioeconomic Status
A Preliminary Case Study of SCALE Activities at the California State University, Northridge: Factors Influencing Change Initiatives in STEM Undergraduate Education, Teacher Training, and Partnerships with K-12 Districts. WCER Working Paper No. 2007-7
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Hora, Matthew T.; Millar, Susan B. – Wisconsin Center for Education Research (NJ3), 2007
This report of the National Science Foundation-funded SCALE Institutions of Higher Education (IHE) Case Studies line of work provides preliminary findings about SCALE activities at the California State University, Northridge (CSUN). This interview-based study (N = 19) includes a descriptive analysis of SCALE activities and an exploratory analysis…
Descriptors: Case Studies, Educational Change, Educational Improvement, Improvement Programs
To Disagree, We Must Also Agree: How Intersubjectivity Structures and Perpetuates Discourse in a Mathematics Classroom. WCER Working Paper No. 2006-6
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Nathan, Mitchell J.; Eilam, Billie; Kim, Suyeon – Wisconsin Center for Education Research (NJ1), 2006
Theories of learning in social settings, no matter their philosophical orientation, must address issues of intersubjectivity (IS). This paper starts with the premise that IS is a fundamental and unavoidable aspect of social interaction, and that understanding its nature is necessary for developing reliable theories of socially mediated learning…
Descriptors: Learning Theories, Interpersonal Relationship, Interaction, Educational Research