UW-Madison School of Education - News

School of Education News


Mon
Jun
11
UW-Madison alumnus David Harris recently published the second edition of "Reasoning with Democratic Values: Ethical Issues in American History." Harris earned his master’s degree in 1970 and Ph.D. in 1976 from the School of Education's Department of Curriculum and Instruction. Harris authored the book with Anne-Lise Halvorsen from the College of Education at Michigan State University and Paul Dain, a retired high school social studies teacher. The first edition was written by Harris and UW-Madison's Professor Alan Lockwood in 1985. The second edition contains more than 75 percent new content, and the authors have pledged their royalties to teacher education and are offering professional development for teachers across the country without fees.
Mon
Jun
11
UW-Madison alumnus Fredrick A. Schrank has been named a J. William Fulbright Specialist by the U.S. Department of State, Bureau of Educational and Cultural Affairs. In his new position as a Fulbright Specialist, Schrank is hosted by the School/Applied Child Psychology program ​at McGill University in Montreal, where he will deliver specialty lectures on curriculum development in cognitive assessment. Schrank earned a master's degree in 1975 in counseling and guidance, and Ph.D. in 1980 in counselor education, both from the School of Education. Later, Schrank earned a post-doctoral diploma in school psychology from the American Board of Professional Psychology and was elected president of the American Academy of School Psychology.
Fri
Jun
08
Following the results of the American Sociological Association’s elections, UW-Madison’s Anthony Hernandez learned that he was selected as the Graduate Student Representative for the Sociology of Education Council for the upcoming 2018-19 academic year. Hernandez is a fourth-year doctoral student with the School of Education’s Department of Educational Policy Studies. Hernandez explains that his research interests are Latinx students and Latinx educational leadership at Hispanic serving institutions (HSIs).
Mon
Jun
04
UW-Madison alumna Carolyn Stanford Taylor was presented the 2018 Virginia Hart Special Recognition Award during a ceremony Thursday, May 31, at the Wisconsin State Capitol. Stanford Taylor serves as the assistant superintendent of the Division for Learning Support at the Wisconsin Department of Public Instruction. She earned her undergraduate degree in elementary education from the School of Education in 1978 and received a master’s from the Department of Educational Leadership and Policy Analysis in 1979.
Fri
Jun
01
UW-Madison’s Nicole Bowman-Farrell recently delivered a plenary address and took part in a panel discussion at the 2018 Canadian Evaluation Society Conference in Calgary, Alberta. Bowman-Farrell, who earned her Ph.D. from the School of Education’s Department of Educational Leadership and Policy Analysis in 2015, notes that Canada has taken a strong position on reconciliation and culturally responsive evaluation. Bowman-Farrell is the president and founder of Bowman Performance Consulting (BPC) in Shawano, Wisconsin, and also is a researcher/evaluator with the School of Education’s Wisconsin Center for Education Research.
Thu
May
31
A team of UW-Madison researchers published a new article in the Orthopaedic Journal of Sports Medicine examining the attitudes and beliefs of young athletes who specialize in one sport, including thoughts on whether or not such efforts are likely to lead to a college scholarship. The study indicates that most youth athletes surveyed for the report believe that specialization in a sport increases their performance and ability to make not only a college team, but also their high school squad. Highly specialized athletes were also more likely to believe that they will receive a college scholarship.
Wed
May
30
Stephanie Budge was recently named the new faculty director for the Advancing Health Equity and Diversity (AHEAD) program, which is administered via UW-Madison’s Collaborative Center for Health Equity (CCHE). Budge is an assistant professor with the School of Education’s Department of Counseling Psychology at UW-Madison. Budge was a recipient of a 2017 ICTR AHEAD Pilot Grant for her project, “Psychotherapy minority stress interventions for transgender patients: A pilot randomized controlled trial."
Tue
May
29
UW-Madison’s Aydin Bal is the lead author on a new research paper that presents the first formative intervention study in the United States that addresses racial disparities in discipline at a public high school. The article, which appears in the American Educational Research Journal (AERJ), is titled, “Culturally Responsive School Discipline: Implementing Learning Lab at a High School for Systemic Transformation.” The report is co-authored with Kemal Afacan and Halil Ibrahim Cakir, both of whom are pursuing doctorates at UW-Madison in special education.
Tue
May
29
Over the next two years, two research studies funded by UW-Madison’s Center for Research on College to Workforce Transitions (CCWT) will help reveal how two types of college students –- Latinx parents attending community college and undergraduate anthropology majors -– transition to work and life after college. “The goal of these awards is to support applied research that will create new knowledge about how college students experience their transitions from college to work,” states Matt Hora, CCWT director. Hora, a UW–Madison education research scientist and assistant professor, launched the center a year ago in the Wisconsin Center for Education Research, part of the university’s School of Education.
Mon
May
28
On Wisconsin magazine, a publication for UW-Madison alumni, recently put the spotlight on Jeff Butler, a current student with the School of Education’s Art Department. Butler first arrived at UW-Madison in 1976, but left in the 1980s without his diploma to pursue a successful career as an artist. “Before college, drawing was just an intuitive thing that I did,” Butler tells On Wisconsin. “College was the first time I started paying attention to the formal and academic aspects of creating art.”
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