WCER - Wisconsin Center for Education Research

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Exploring the Paradox: Adolescent Reasoning in Mathematical and Non-mathematical Domains A perennial concern in mathematics education is that students often fail to understand the nature of evidence and justification in mathematics, that is, the nature of proof. As a consequence, significant attention has been directed toward enhancing the role of proof in school mathematics. Mathematical proofs play a critical role in promoting deep learning. Proofs constitute the basis of mathematical understanding and are essential in developing, establishing, and communicating mathematical knowledge. Yet, despite its importance to learning as well as the attention being placed on proof in school mathematics, research has often painted a bleak picture of adolescent students’ abilities to reason mathematically. If true, that lack is especially unfortunate because skill in reasoning goes beyond mathematics to help students become citizens who can think logically and critically. Read the rest of the article here. Themes Cross-Cut International Boundaries Has standards-based reform improved the quality of teaching and improved rates of retention? Does mass expansion of higher education lead to greater social equality? Does tracking help or hinder efforts to provide a quality education to all students? Subjects like these concern educators in every country. That’s why Adam Gamoran’s research involves collaboration with colleagues across the globe. In fact, his work has taken him to three continents in just the past year. In August he presented a series of lectures in Australia. At the University of Newcastle he discussed U.S. efforts to hold schools and teachers accountable for student performance, including the degree of success of No Child Left Behind. He also reviewed research on grouping students to maximize learning and to minimize inequality. At Newcastle and at the University of Queensland he discussed a large scale study designed to assess the causal impact of family-school social capital on children’s social and academic development. Read the rest of the article here.
	Events January 31, 2012 Join Russel Skibba for two talks: Doing Critical Equity Research in Education at 11AM and Race is Not Neutral: Understanding & addressing Disproportionality in School Discipline at 1PM; both talks are in 259 Ed Sciences Press Adam Gamoran, Allan Odden, and Steven Kimball weigh in on proposed changes to Wisconsin's teacher compensation system (Madison.com, 15 Jan.). Sara Goldrick-Rab: Make college financial aid more effective and less expensive (Shreveport Times, 12 Jan). The Value Added Research Center is working with Minnesota educators to identify great teachers and how they got to be that way (MinnPost.com, 6 Jan.). VARC Director Rob Meyer comments on a study showing that teachers who help raise their students’ standardized-test scores seem to have a wide-ranging, lasting positive effect on those students’ lives beyond academics (New York Times, 6 Jan.). David Williamson Shaffer has amassed considerable data to support the notion that the use of game design techniques could have a powerful impact on the workplace (EnterpriseIrregulars, 5 Jan.). The Minority Student Achievement Network receives recognition for its work with the Arlington VA school district (Washington Post 4 Jan.). Among those listed in the 2012 Edu-Scholar Public Presence rankings are Adam Gamoran, Sara Goldrick-Rab, John F. Witte, Gloria Ladson-Billings, and Douglas Harris. The list recognizes university-based academics who contribute substantially to public debates about schools and schooling (EdWeek RHSU blog, 4 Jan.).	CENTER SITES Center for the Integration of Research, Teaching, and Learning Center on Education and Work Children, Families & Schools Consortium for Policy Research in Education CoMPASS Comprehensive Assessment of Leadership for Learning Culture, Cognition, and Evaluation of STEM Higher Education Reform Formative Language Assessment Records for ELLs in Secondary Schools Interdisciplinary Training Program in the Education Sciences Longitudinal Study of Future STEM Faculty Mobilizing STEM for a Sustainable Future Minority Student Achievement Network ONPAR Assessment Strategic Management of Human Capital Surveys of Enacted Curriculum System-wide Change for All Learners and Educators Transana Value-Added Research Center WIDA Consortium Wisconsin's Equity and Inclusion Laboratory
Engaging Researchers and Education Service Agencies WCER and the Office of Education Outreach and Partnerships look forward to hosting staff from Wisconsin’s Cooperative Educational Service Agencies (CESAs) at our annual meeting 21 February. This year’s conference will center on the topic of engaged research. Sometimes referred to as translational research, engaged research seeks to integrate teaching, research, and service to respond to the current and evolving challenges facing PK-16 and higher education. Wisconsin’s CESAs help school districts share staff, purchasing, and services, including special education for students with disabilities. More information is available here.

CENTER SITES