The Condition of Education in Wisconsin. WCER Working Paper No. 2020-12

Autor/inn/en	Hirschl, Noah; Grodsky, Eric
Institution	University of Wisconsin-Madison, Wisconsin Center for Education Research (WCER)
Titel	The Condition of Education in Wisconsin. WCER Working Paper No. 2020-12
Quelle	(2020), (75 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preschool Education; Elementary Secondary Education; Public Education; Principals; Administrator Role; Teacher Role; Teaching Methods; Grouping (Instructional Purposes); College Readiness; Career Readiness; Mental Health; Health Needs; Student Needs; Discipline; English Language Learners; Students with Disabilities; Mentors; Faculty Development; Administrator Effectiveness; Equal Education; Teacher Attitudes; Administrator Attitudes; Kindergarten; Elementary Schools; School Readiness; Preschool Teachers; Time Factors (Learning); High Schools; Student Responsibility; School Policy; Poverty; Access to Health Care; Student Behavior; Program Effectiveness; Individualized Education Programs; Coaching (Performance); Wisconsin + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Öffentliche Erziehung; Principal; Schulleiter; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Grouping; Gruppenbildung; Psychohygiene; Disziplin; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrerverhalten; Elementary school; Grundschule; Volksschule; Readiness for school; School ability; Schulreife; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; High school; Oberschule; Schulpolitik; Armut; Student behaviour; Schülerverhalten; Individualized education program; Individualisierendes Lernen
Abstract	This report presents a snapshot of selected features of the condition of education in Wisconsin in 2019. With support from the U.S. Department of Education's Institute for Education Sciences, and in collaboration with colleagues at the Wisconsin Department of Public Instruction (DPI), the authors set out to measure practices in PK-12 education that they considered especially important for educational equity and success for children in Wisconsin. Public school teachers and administrators in Wisconsin are responsible for educating about 855,000 students between four-year-old kindergarten and twelfth grade. State report cards produced annually by the Wisconsin DPI show how well we are doing as a school system with respect to student outcomes. In this paper, we focus on what principals and teachers in the state are doing. How do kindergarten teachers at both the four-year-old and five-year-old levels engage in play in their classrooms? How do elementary teachers group students for instruction and how frequently do they reconsider these groupings? What sorts of educational opportunities do teachers and schools offer their English language learners and their students with special needs? How supported do teachers feel in their early years in the profession? These are just a few of the questions we asked a representative sample of almost 700 principals and 2,200 teachers in the state. This paper offers a big picture view of instructional practice and educational opportunity in Wisconsin. It makes no claims about what schools and teachers should do to increase equity and success for students in Wisconsin. Instead, it shines a light on the many ways our educators work to support students in the state and, we hope, offers insights into where we might do better. (As Provided).
Anmerkungen	Wisconsin Center for Education Research. School of Education, University of Wisconsin-Madison, 1025 West Johnson Street Suite 785, Madison, WI 53706. Tel: 608-263-4200; Fax: 608-263-6448; e-mail: uw-wcer@education.wisc.edu; Web site: https://www.wcer.wisc.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01