News

Heidi Masters, Educational Studies and Jennifer Docktor, Physics, co-authored the article "Preservice Teachers’ Abilities and Confidence with Constructing Scientific Explanations as Scaffolds are Faded in a Physics Course for Educators" in Journal of Science Teacher Education published on Jan. 10 by Taylor Francis. Dr. Heidi Masters and Dr. Jennifer Docktor advanced the field of teacher education with their recent publication related to scientific explanations. Dr. Masters and Dr. Docktor not only advanced the understanding of how to best prepare future science educators but also how to best use cross-departmental collaborations. Well done, Dr. Masters and Dr. Docktor!

Submitted on: Feb. 13

Deanna Maynard, Educational Studies, presented "Responding to Challenging Behavior Based on Data in PreK-12 Settings" at Western Wisconsin Educators Conference on Friday, Feb. 11 online. Western Wisconsin Educators conference is an annual regional professional development conference offered to PreK-12 publics school teachers in Western Wisconsin. Deanna was the principal presenter for three 40 minute sessions that gave classroom teachers the space based on grade level (PreK-3rd, 4th-8th, 9th-12th grade) to engage in best practices and collaborate with other teachers and researchers based on best practices relating to challenging behavior.

Submitted on: Feb. 11

Taylor Cole Miller, Communication Studies; Valerie Krage, Educational Studies; and Kristina LaPlant, Political Science & Public Administration; were named UWL's 2022-23 Wisconsin Teaching Fellows and Scholars (WTFS) of UW System Office of Professional and Instructional Development (OPID), with CATL support, on Dec. 22, 2021. They will begin their year-long WTFS experience in summer 2022 and complete a specific scholarship of teaching and learning project.

Submitted on: Feb. 8

Gerardo Aponte-Safe, Educational Studies, co-authored the article "Aspiring nepantleras: Conceptualizing social studies education from the rupture/la herida abierta" in Theory and Research in Social Education published on Jan. 14 by Taylor and Francis. This article engages Gloria Anzaldúa’s concepts of nepantla and nepantleras as a conceptual framework for social studies classrooms that is attuned to the lived experiences of border-crossing—living in- between national, ethnic, racial, and gender worlds—and the grietas y rajaduras (cracks and ruptures) of dominant narratives of colonialism, whiteness, and heteropatriarchy.

Submitted on: Jan. 21

Gerardo Aponte-Safe, Educational Studies and Hanadi Shatara, History, co-authored the article "Realities and Possibilities: Critical Global Education in Wisconsin Elementary Social Studies Standards" in The Critical Social Educator published on Thursday, April 15 by Iowa State University Digital Press. This innovative piece provides a framework for critical global analysis of elementary social studies curriculum.

Submitted on: April 15, 2021