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Molle, Daniella; Wilfrid, Jennifer; MacDonald, Rita; Westerlund, Ruslana; Spalter, Amanda – Wisconsin Center for Education Research, 2022
This paper discusses the purpose and content of the WIDA Framework for Equitable Instruction (FEI). The FEI is an instruction-focused resource designed to promote the equitable engagement in disciplinary learning and language development of multilingual learners. It complements the WIDA English Language Development Standards Framework in that it…
Descriptors: Multilingualism, Equal Education, English (Second Language), Second Language Learning
Hora, Matthew T.; Huerta, Adrian; Gopal, Anita; Wolfgram, Matthew – Wisconsin Center for Education Research, 2021
Internships are a widely promoted high-impact practice (HIP) across the postsecondary landscape, particularly among minority-serving institutions (MSIs), where internships are seen as potentially transformative vehicles for students' career success and social mobility. However, little research exists on how the design, implementation, and ultimate…
Descriptors: Internship Programs, Hispanic American Students, Minority Serving Institutions, College Students
Grant, Annaliese; Grodsky, Eric; Velazquez, Maria; Miesner, Rosie; Macgregor, Lyn; Blair, Elizabeth – Wisconsin Center for Education Research, 2021
Past research demonstrates the degree to which extracurricular activities, paid work, and major family responsibilities impinge on student academic trajectories. Largely absent from this body of work is consideration of the ways in which schools and teachers mitigate the adverse consequences of out-of-school obligations and choices on academic…
Descriptors: High School Students, Student Responsibility, Teacher Attitudes, High School Teachers
Westerlund, Ruslana; Besser, Sharon – Wisconsin Center for Education Research, 2021
Lucy Calkins' curriculum "Units of Study for Writing" is a process approach to writing pedagogy used in thousands of elementary and middle schools in the United States and internationally (Teachers College Reading Writing Project, 2020). Process approaches have been highly influential on writing pedagogy for the past 30 years (Brisk,…
Descriptors: Process Approach (Writing), Units of Study, Grade 4, Multilingualism
Hora, Matthew T.; Lee, Changhee; Chen, Zi; Hernandez, Anthony – Wisconsin Center for Education Research, 2021
Internships and other forms of work-based learning are increasingly viewed as essential experiences for college students. Proponents point out that internships help students develop transferable skills, apply academic knowledge to authentic situations, develop professional networks, and facilitate students' socialization and entry into the…
Descriptors: COVID-19, Pandemics, Internship Programs, School Closing
Bañuelos, Nidia – Wisconsin Center for Education Research, 2021
Created by LatCrit scholars in the mid-2000s, Community Cultural Wealth (CCW) is an antideficit framework for understanding educational inequality. Since its publication, Yosso's (2005) seminal paper on the topic has been cited thousands of times by scholars in fields as distinct as engineering, K-12 education, and public health. This paper…
Descriptors: Cultural Capital, College Students, Cultural Background, Career Development
Nixon, Jessie; Halverson, Erica; Stoiber, Andy – Wisconsin Center for Education Research, 2021
The Exploring Making Through Mobile Emergent Technologies (EMMET) program sought to disrupt the trajectory from rural high school to factory floor by introducing STEM and computational thinking (STEM+C) skills through mentorship training and hands-on activities involving creative production--often referred to as "making." The program…
Descriptors: Telecommunications, Handheld Devices, Educational Technology, Technology Uses in Education
Peters, Jan W.; Campbell-Montalvo, Rebecca A.; Leibnitz, Gretalyn M.; Metcalf, Heather; Sims, Ershela L.; Lucy-Putwen, Andrea; Gillian-Daniel, Donald L.; Segarra, Verónica A. – Wisconsin Center for Education Research, 2021
Professional societies (ProSs) are instrumental in shaping science, technology, engineering, and mathematics (STEM) cultural norms. Existing legacy structures designed to serve majority groups and constructed in service of dominant norms and values present a clear obstacle to attracting, retaining, and serving minoritized STEM professionals, such…
Descriptors: Evaluation Methods, Sex Fairness, STEM Education, Professional Associations
Leibnitz, Gretalyn; Gillian-Daniel, Donald L.; Greenler, Robin M.; Campbell-Montalvo, Rebecca; Metcalf, Heather; Segarra, Verónica A.; Peters, Jan W.; Patton, Shannon; Lucy-Putwen, Andrea; Sims, Ershela L. – Wisconsin Center for Education Research, 2021
Science, technology, engineering, and mathematics (STEM) professional societies (ProS) are uniquely positioned to foster national-level diversity, equity, and inclusion (DEI) reform. ProS serve broad memberships, define disciplinary norms and culture, and inform accrediting bodies, thus providing "excellent leverage with which to design and…
Descriptors: STEM Education, Professional Associations, Inclusion, Diversity
Goff, Peter; Yang, Hyunwoo; Yang, Minseok; Batt, Lena; Xie, Xin; You, Eunji – Wisconsin Center for Education Research, 2020
This study introduces a new approach to measure effectiveness of teacher preparation programs at U.S. universities (TPP) by examining to what extent TPPs produce employable teacher candidates. We use teacher application data in Wisconsin public schools from 2014-15 through 2016-17. We find that attending a specific university's TPP makes a…
Descriptors: Program Effectiveness, Teacher Education Programs, Preservice Teacher Education, Preservice Teachers
Hora, Matthew T.; Lee, Changhee – Wisconsin Center for Education Research, 2020
Competencies known variously as "soft" or "21st century skills" are increasingly linked to college students' academic and career success, and faculty with industry experience are hypothesized to be uniquely qualified to teach these skills. Yet little research exists on this topic. In this paper, we report findings from a…
Descriptors: 21st Century Skills, Transfer of Training, College Faculty, College Environment
MacDonald, Rita; Crowther, David; Braaten, Melissa; Binder, Wendy; Chien, Justine; Dassler, Troy; Shelton, Tricia; Wilfred, Jennifer – Wisconsin Center for Education Research, 2020
The National Research Council's 2012 "Framework for K-12 Science Education" states that science education should "provide all students with the background to systematically investigate issues related to their personal and community practices … frame scientific questions pertinent to their interests, conduct investigations and seek…
Descriptors: Learner Engagement, Science Instruction, Equal Education, Elementary Secondary Education
Nguyen, Diep; Commins, Nancy – Wisconsin Center for Education Research, 2020
This working paper provides insights into how all teachers can provide linguistically and culturally responsive and equitable education for all students by orchestrating instruction to meet their varying socioemotional, cultural, linguistic and academic needs. Grounded in social justice, the Cultural, Linguistic, Equity, and Responsiveness (CLEAR)…
Descriptors: Equal Education, Culturally Relevant Education, Student Characteristics, Student Needs
Wolfgram, Matthew; Akram, Tamanna; Vivona, Brian – Wisconsin Center for Education Research, 2020
Research shows that college internships yield academic, economic, and professional benefits. However, the ability to locate and participate in internships is not equitable across all student demographic and socioeconomic spectrums. There are multiple complex barriers to internship participation for students with low socioeconomic status, and for…
Descriptors: Higher Education, Internship Programs, Equal Education, Barriers
Goff, Peter; You, Eunji; Gandy-Fastovich, Lydia; Yang, Minseok; Batt, Lena; Xie, Xin; Yang, Hyunwoo – Wisconsin Center for Education Research, 2020
By coupling statewide vacancy/application records with administrative data, we find that activity on the teacher labor market is substantially greater than previously documented, with 53% of novice teachers searching for new positions after their first year and 27% changing schools or leaving the public system. The empirical evidence favors…
Descriptors: Job Search Methods, Teacher Supply and Demand, Beginning Teachers, Preferences
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