View lectures, photos, an overview and read a special publication about our celebration.
PRIME approach improves teacher implementation of student behavior plans
Disruptive classroom behavior across grade levels has worsened in recent years, according to teachers polled by Scholastic and the Bill & Melinda Gates Foundation in 2012. More than half of the teachers questioned said they wish they could spend less time disciplining students.
Teachers often seek help from school psychologists to design a behavior support plan for these students. Even with a good plan in place, without continued psychologist follow-up and feedback, teachers often do not consistently continue to implement the plan. But a recent study shows that using a system called PRIME, or Planning Realistic Intervention Implementation and Maintenance by Educators, can significantly improve results.
Psychologist and educational psychology professor Tom Kratochwill, who directs the UW–Madison School Psychology Program, collaborated with Lisa Sanetti at the University of Connecticut to conduct research that helps teachers deliver behavior interventions more consistently and effectively. Read more
Multidisciplinary $10 Million NIH Grant Accelerates Mentoring to Diversify Science
Christine Pfund is using a decade’s worth of knowledge improving mentoring outcomes to serve a key role on a multidisciplinary, multi-institution team recently awarded a $10 million National Institutes of Health (NIH) grant to develop a national research mentoring network.
Pfund, a researcher at the Wisconsin Center for Education Research and former associate director of the Delta Program in Research, Teaching and Learning, is working with partners from across the University of Wisconsin–Madison and nationally to use mentoring to increase diversity among those who study and pursue careers in biomedical sciences.
“Mentoring is a vitally important component of the larger effort to recruit diverse scholars to study and pursue academic careers in science,” Pfund says. “In our lifetimes, we will not reach parity of every underserved mentee matched with a mentor of a similar racial/ethnic background. The reality is that we’re going to have to prepare the white men who hold most of the faculty positions in the sciences to work with diverse scholars effectively, or we will never change the system.” Read more