Classrooms across the country are welcoming an ever-growing number of students whose native language is not English. Learning English is tough enough, especially so when you’re a student learning academic content at the same time.

Desegregating schools has long been considered a matter of equity, justice, and improved student achievement. But there is still a lot to learn about exactly how having diverse classrooms improves student achievement.

How students learn to see themselves as writers is a question that has fascinated UW-Madison education professor Cathy Compton-Lilly for decades

UW-Madison education professor Sharon Derry chaired a national task force of scholars in writing guidelines for researchers who use video and who want to better design formal and informal learning environments.

UW–Madison education professor Eric Camburn and Sociology graduate student Seong Won Han reviewed and analyzed evidence on instruction from all surveys conducted between 1987 and 2005 that used nationally representative samples to measure classroom instruction.

What aspects of teaching most influence student learning?
What specific local strategies most improve student achievement?

 SMHC is pressing for a comprehensive and substantive national policy agenda on human capital reform in education.

A plausible case can be made that distributing leadership to teachers can support instructional change, says UW–Madison education professor Eric Camburn.

How can teachers best organize students for instruction? Every approach has disadvantages as well as advantages, and the consequences vary by context.