WorldCat Identities

Wisconsin Center for Education Research

Overview
Works: 312 works in 531 publications in 1 language and 6,444 library holdings
Genres: Conference papers and proceedings  Case studies  Abstracts 
Roles: Other
Classifications: LB1033, 371.102
Publication Timeline
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Most widely held works about Wisconsin Center for Education Research
 
Most widely held works by Wisconsin Center for Education Research
Gender influences in classroom interaction by Louise Cherry Wilkinson( Book )

7 editions published in 1985 in English and held by 551 WorldCat member libraries worldwide

The 11 chapters comprising this work focus on the interactional influences that may be related to differential classroom experiences for males and females. The effects of contextual factors, teacher characteristics, and student characteristics are investigated. Addressed primarily to researchers, this information should prove useful to teachers, educational policymakers, and others who want to insure that every child is offered educational opportunities regardless of gender. Chapters are the following: (1) "Overview" (J. Lindow, C. B. Marrett, and L. C. Wilkinson) which introduces the topics of gender and teacher-student interaction, gender and peer interaction, and research on gender in the classrooms; (2) "Autonomous Learning Behavior: a Possible Explanation of Gender-Related Differences in Mathematics" (E. Fennema and P. Peterson); (3) "Listening to Adolescents: Gender Differences in Science Classroom Interaction" (L. W. Morse and H. M. Handley); (4) "Race-Gender Status, Classroom Interaction, and Children's Socialization in Elementary School" (L. Grant); (5) "Classroom Experiences and Student Gender: Are There Differences and Do They Matter?" (J. S. Eccles and P. Blumenfeld); (6) "Interactions of Male and Female Students with Male and Female Teachers" (J. Brophy); (7) "Gender Differences in Preschool Classrooms: The Effects of Sex-Typed Activity Choices" (A. C. Huston and C. J. Carpenter); (8) "Some Determinants and Consequences of Sex Segregation in the Classroom" (M. E. Lockheed); (9) "Sex Differences and Sex Segregation in Students' Small-Group Communication" (L. C. Wilkinson, J. Lindow, and C. Chiang); (10) "Gender Differences in Small-Group Interaction and Achievement in High- and Low-Achieving Classes" (N. M. Webb and C. M. Kenderski); and (11) "Gender, Classroom Organization, and Grade Level as Factors in Pupil Perceptions of Peer Interaction" (G. Morine-Dershimer). Each chapter includes statistical material on tables and graphs, and a list of references. Author and subject indexes are appended. (Fmw)
Contextual factors in education : improving science and mathematics education for minorities and women by National Research Council( Book )

3 editions published between 1987 and 1989 in English and held by 263 WorldCat member libraries worldwide

This book summarizes research on the various ways that students' cultural backgrounds and innate ways of learning affect academic achievement. It also offers descriptions and recommendations for improving science and mathematics education for minorities and women, based on successful programs, that take these differences into account. The focus is on the development of constructive educational, environments in which women and minorities are offered enhanced opportunities to gain knowledge and to explore new technologies in math and science. The following eight chapters are included: (1) Introduction; (2) Spending Time on Learning; (3) Recontextualizing Tasks; (4) The Classroom Level; (5) Computers' Impact on the Context of Instruction; (6) Activity Systems at the Level of the School; (7) The School in the Community; and (8) Conclusions and Recommendations. A 10-page list of references is included. The appendix lists a subcommittee of 31 scholars whose deliberations as part of a committee to address how the context of instruction affects learning helped to produce this book. (Vm)
Sources of workers' subcultures in organizations : a case study of a public school faculty by Mary Haywood Metz( Book )

3 editions published between 1986 and 1990 in English and held by 77 WorldCat member libraries worldwide

This paper analyzes the content of a subculture in an organization, that of the faculty of a public middle school. The paper tries to articulate the substance of the subculture and to discover its sources in the shared experience of the teachers and in the way in which they wove that experience into a coherent and satisfying pattern of meaning. That pattern of meaning was shaped by the values and understandings of reality which are part of American culture generally; this small subculture existed within the context of that larger culture. It also existed within the context of the subculture of teaching as an occupation. The subculture was not fully shared by all of the faculty. Other subcultures to which various members belonged (E.G., gender, race), seemed to explain the variation in their attachment to the local faculty culture and their slightly different versions of it. The paper therefore explores the intersection of subcultures from the rest of the society with that in the organization. (Jd)
Meeting the challenge : computers and higher order thinking : a research agenda by Janice H Patterson( Book )

3 editions published between 1986 and 1990 in English and held by 75 WorldCat member libraries worldwide

Dropping out : how much do schools contribute to the problem? by Gary Wehlage( Book )

3 editions published between 1985 and 1989 in English and held by 71 WorldCat member libraries worldwide

This study looks beyond the individuals who drop out to determine the role of schools in the dropout process. It presents a profile of dropouts including the following characteristics: (1) low socioeconomic status, (2) poor school performances, and (3) in-school delinquency. It also addresses the reasons students give for dropping out. The data provide a picture of dropouts very close to that of non-college-bound adolescents who complete high school. Institutional characteristics seem to account for the separation between stay-ins and dropouts. In the typical high school where many drop out, teachers are not particularly interested in students and the discipline system is perceived as neither effective nor fair. The effects of dropping out on self-esteem and locus of control are seen as outcomes of formal schooling, dependent rather than independent variables. This report sees student and school interacting to produce dropouts, with schools having a responsibility to respond to students who are at risk. Three general policy reforms are recommended: (1) an enhanced sense of professional accountability among educators toward all students, (2) a renewed effort to establish legitimate authority within the institution, and (3) redefining school work to allow more students to achieve success and satisfaction. (Lhw)
Improvement of secondary education through research : five longitudinal case studies by Herbert J Klausmeier( Book )

3 editions published in 1983 in English and held by 71 WorldCat member libraries worldwide

Two middle schools, one junior high school, and two senior high schools participated in a study conducted from 1977-81. The study project included both development and research activities. The goal of development activities was for each school to start or refine administration-organization arrangements and improvement strategies. Research activities had four main objectives, all related to the development of the school's improvement capability: (1) maintain a satisfactory level of student achievement in selected areas from year to year or raise an unsatisfactory level; (2) determine the extent to which each school could implement a research method and three comprehensive improvement stategies; (3) relate changes occurring in student outcomes from year to year to three areas--planned improvements made annually by each school staff, planned changes not directed specifically toward selected student outcomes, and unanticipated events; and (4) generate knowledge regarding usable and effective improvement strategies and school structures and processes that facilitate implementation of improvement strategies. In this report of the five schools participating in the research project, in-depth profiles are presented of each school, with discussion and analysis of implementation of improvement programs and outcomes. (Jd)
Final report of planning grant for a center on effective secondary schools by Fred M Newmann( Book )

3 editions published between 1985 and 1988 in English and held by 70 WorldCat member libraries worldwide

The effects on children's writing of adding speech synthesis to a word processor by Karin Borgh( Book )

3 editions published between 1986 and 1988 in English and held by 68 WorldCat member libraries worldwide

A study examined whether computers equipped with speech synthesis devices could facilitate children's writing. It was hypothesized that children using the devices would write longer stories, edit more, and produce higher quality stories than children not receiving feedback from a speech synthesizer. Subjects were 48 children, three girls and three boys each drawn from two second grade and two fifth grade classrooms in two different schools. Subjects from one second grade and one fifth grade classroom at each school wrote one story under the spoken feedback condition and then two stories under the nonspoken condition. Experimental conditions were reversed for the other two classrooms. Results showed that using a speech synthesizer led to increased levels of editing in young children. In addition, preference for the spoken feedback was negatively related to story length for both second and fifth grade students, to audience awareness for second grade students, and to story level editing for fifth grade students, indicating that less-skilled writers were the most motivated by hearing spoken feedback. References, tables and figures are appended. (Fl)
Adolescent development and secondary schooling : conference proceedings from the Wisconsin Center for Education Research, Madison, WI, February 1982 by Fred M., Ed Newmann( Book )

2 editions published in 1982 in English and held by 66 WorldCat member libraries worldwide

This document contains the papers presented at a conference that addressed the paucity of research on the relationship between schooling and adolescent development. The first four papers with reaction/comment statements focus on the following topics: (1) distinguishing the appropriate responsibilities of schools to adolescent development; (2) identifying the ways secondary schools differ from other environments such as home, work, and peer groups; (3) assessing the effect of school organizational features (E.G., student and adult roles, reward structures, rule-making and -enforcing) on adolescent development; and (4) citing programs and curricula that positively influence adolescents. In addition, two general background papers are provided, including a brief summary of literature on adolescence and a description of secondary education studies currently in progress. An interpretive summary of the conference and a section on professional experiences and training of conference participants conclude this volume. (Author/HLM)
Teacher goals and race/sex equity in mathematics and science education : final report by Cora Bagley Marrett( Book )

3 editions published between 1985 and 1988 in English and held by 65 WorldCat member libraries worldwide

Elementary school social studies : the development of student teacher perspectives : a paper presented at the annual meeting of the American Educational Research Association, New York, New York by Susan A Adler( Book )

4 editions published in 1982 in English and held by 65 WorldCat member libraries worldwide

This paper reports the preliminary findings of a study of the perspectives of four student teachers toward social studies teaching in the elementary classroom. Perspectives are defined and profiles of the student teacher observed. The study focuses on three questions: What conceptions of social studies did these student teachers hold at the start of their field experience semester? What were their perspectives toward social studies during their student teaching experience? And What factors influenced the development of these perspectives? The four student teachers were chosen from an elementary teacher program at a large midwestern university through recommendations of professors and the use of an inventory designed to determine students' views on teaching issues. Data were collected over three months from a series of at least four observations in the social studies classroom, six personal interviews, an interview with the cooperating teacher, and results from several instruments. Conclusions drawn from the study showed student teachers' perspectives of social studies teaching cannot be understood separately from their perspectives on teaching and learning in general and the goals they set for themselves and their class. Also, each student teacher defines his or her student teaching situation in a particular way. An implication of the study is that research on teaching should focus on what teachers think and how this interacts with their teaching behavior. (Author/NE)
Experimental software project : final report by W. Patrick Dickson( Book )

3 editions published between 1986 and 1989 in English and held by 64 WorldCat member libraries worldwide

Inexpert calibration of comprehension by Arthur M Glenberg( Book )

3 editions published between 1986 and 1988 in English and held by 64 WorldCat member libraries worldwide

Students with a wide range of coursework in physics or music theory read expositions in both domains. After reading, for each text students provided a judgment of confidence in ability to verify inferences based the central principle of the text. The primary dependent variable was calibration of comprehension, the degree of association between confidence and performance in the inference test. Two results of most interest were expertise in a domain was inversely related to calibration and subjects were well-calibrated across domains. Both of these results can be accommodated by a self-classification strategy: Confidence judgments are based on self-classification as expert or non-expert in the domain of the text, rather than an assessment of the degree to which the text was comprehended. Because self-classifications are not well differentiated within a domain, application of the strategy by experts produces poor calibration within a domain. Nonetheless, because self-classification is generally consistent with performance across domains, application of the strategy produces calibration across domains. Keywords: Comprehension; Meta-comprehension; Expert knowledge
Videotaping in classrooms : a guide for researchers by Louise Cherry Wilkinson( Book )

5 editions published in 1982 in English and held by 64 WorldCat member libraries worldwide

Commitment to teaching : teachers' responses to organizational incentives by Marvin J Fruth( Book )

3 editions published in 1982 in English and held by 64 WorldCat member libraries worldwide

The relationship between professional development of teachers and student time-on-task by Peter Waterman Lisi( Book )

3 editions published between 1982 and 1988 in English and held by 63 WorldCat member libraries worldwide

A study examined (1) whether students whose teachers possess a higher level of professional development exhibit greater time-on-task in reading than students whose teachers exhibit a lower level of professional development, and (2) if any specific aspects of teachers' professional development were related to a significantly greater amount of time-on-task in reading on the part of students. Data describing teachers' professional development were collected from 35 classroom teachers on personal data forms, while time-on-task data were collected by observing 200 individual students in four elementary schools at periodic intervals during the school year. Findings indicated there was no relationship between average student time-on-task in reading and four of the five aspects of teachers' professional development investigated. One variable, possession of a Master's degree, was negatively associated with student time-on-task at a statistically significant level. Finally, a significant negative correlation was found between years of teaching experience and student time-on-task, suggesting that as teachers acquire additional teaching experience their students exhibit a decrease in time-on-task in reading. (Tables of data and a five-page bibliography are included; among the appendixes are the classroom observation form, teacher personal data form, project guidelines, and teacher time allocation form.) (Author/HOD)
Afro-American cognitive style : a variable in school success? by Barbara J Shade( Book )

3 editions published in 1981 in English and held by 61 WorldCat member libraries worldwide

A review of the literature indicates that black Americans have attempted to adapt to social situations by developing unique cultural patterns and a specific method of organizing and processing information. The latter is manifested in the way they pay attention to social cues, attach subjective meanings to words, show preference for social distance, and use nonverbal communication extensively. This particular thinking style affects cognitive development; observed differences in school success between black students and other groups may be attributed to black students' use of an information processing style which is not the preferred strategy in an educational setting. A stylistic approach to learning which would fit material to children's particular cognitive and affective behaviors may have a positive effect on black school achievement. (Author/MJL)
Effective programs for the marginal high school student by Gary Wehlage( Book )

3 editions published in 1982 in English and held by 60 WorldCat member libraries worldwide

This four-part report provides both a theoretical framework and empirical data concerning effective programs for the marginal high school student. Part 1 addresses the problem of adolescent social development as a broad educational goal. Part 2 presents a set of six case studies describing special programs in Wisconsin designed for the marginal student: (1) Reuther Education At Large (Kenosha); (2) Lincoln Educational Alternative Program (Wisconsin Rapids); (3) Paper High School (Oconomowoc); (4) School Within a School (Janesville); (5) Alternative Learning Programs (McFarland); and (6) Academic Development Opportunity Program (Milwaukee). These programs were selected for study because they appeared to be effective in reducing dropout and truancy and had been praised by both educators and students. In part 3, an interpretation of the case study data is offered that derives a set of generalizable characteristics about effective programs: These characteristics are categorized in terms of administration/organization, teacher culture, student culture, and curriculum and instruction. Part 4 begins with an exploration of one of the most promising innovations found in effective programs--experiential education. Under the assumption that public schools are not likely to implement widely this type of curriculum for the marginal student, a public policy of limited vouchers is advocated to stimulate experiential education programs. (Authors/JD)
Student rights and responsibilities : a handbook on school law in Wisconsin by Henry S Lufler( Book )

3 editions published in 1984 in English and held by 60 WorldCat member libraries worldwide

The development and validation of a set of mathematical problem-solving superitems : executive summary of the NIE/ECS item development project by Thomas A Romberg( Book )

3 editions published in 1982 in English and held by 60 WorldCat member libraries worldwide

 
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Alternative Names

controlled identityWisconsin Research and Development Center for Individualized Schooling

Center for Education Research

University of Wisconsin-Madison Center for Education Research

University of Wisconsin--Madison. School of Education. Wisconsin Center for Education Research

University of Wisconsin-Madison Wisconsin Center for Education Research

WCER

Wisconsin Center for Education Research

Wisconsin Center on Education Research

Wisconsin Wisconsin Center for Education Research

Languages
English (68)