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Hot Topics, Civil Discussions
“Without dialogue, self-government cannot exist.”—Paulo Freire
If you watch TV political news coverage, listen to talk radio, or read blog comments, you’re exposed to lots of opinion. It’s often heated, and often uncivil. Have we lost the capacity for thoughtful debate? It’s true that all views matter in a democracy, but it’s also important to express views civilly. The most interesting discussions may be the loudest, but the most effective discussions are based on genuine knowledge and mutual respect.
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Learning with Latin American Colleagues
UW Madison education professor Mitchell Nathan won’t say whether he prefers Argentina or Chile, but he will tell you that both locations have afforded stimulating discussions with colleagues who work at the intersection of neuroscience and education.
In Atacama, Chile, and Calafate, Argentina, he has participated in The Latin American School for Education, Cognitive and Neural Sciences. The LA School, as it’s known, gathers thinkers from many fields, once a year, to find ways to improve all areas of education, including traditional research areas like math, science and reading, but also areas of nutrition, proper sleep habits, morality, judgment and decision making, and self-regulation and impulse control.
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Press
Sara Goldrick-Rab discusses ways to bring more efficiencies to student loan programs in general and to Texas Grants in particular (Houston Chronicle, 4 May).
Adam Gamoran says the achievement gap is the greatest challenge that all urban school districts face (Isthmus.com, 4 April).
Robert Mathieu welcomes the University of Rochester to the CIRTL neetwork, which works to improve the teaching of STEM subjects in colleges and universities (Rochester.edu, 3 April).
Allan Odden recommends that teacher salary schedules replace 'years of experience' with metrics that reflect a teacher’s instructional expertise and impact on student learning (Education Gadfly, 21 March)
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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 Scholars
 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
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The Persistence of Gaps in Student Achievement
The purpose of Critical Race Theory (CRT) is social justice. Since the inception of CRT in Education in 1995, scholars have produced over 300 books, articles, and book chapters devoted to critiques of policy, pedagogy, and practices across the grades K-16 spectrum. More than 20 special journal issues have analyzed data and conceptualized extensions of CRT in education. But Gloria Ladson-Billings said one aspect of CRT that scholars have yet to fully develop is a robust agenda for social change. Ladson Billings and fellow panelists at the AERA Annual Meeting noted large disparities in student achievement that persist in many major school districts. More information about Ladson-Billings's work is available here. |
