ITP: Interdisciplinary Training Program in the Education Sciences ITP: Interdisciplinary Training Program in the Education Sciences
at the University of Wisconsin-Madison

ITP FELLOWS

Building on tools of measurement, design, and statistics in education and the social sciences, UW-Madison’s Interdisciplinary Training Program in Education Sciences is helping to train a new generation of researchers who are attuned to the need for concrete knowledge about “what works” in education, and who can bring the most rigorous tools of quantitative social science to bear on the practical problems of education. In addition, UW-Madison’s ITP Fellows are part of a network of 16 pre- and post-doctoral federally funded interdisciplinary education science training programs that are developing a national research capacity. Ongoing opportunities exist for students to interact and network across the training programs and to build relationships that will extend into their professional lives and influence national education research and policy for decades.

FellowsAt Madison, a total of 30 students will be trained over 5 years by an interdisciplinary collaborative team of more than 20 social scientists from four academic departments (sociology, economics, political science, and psychology) and three professional schools (education, public affairs, and social work). The students will receive social science doctoral degrees, become certified with a minor in education sciences, serve internships in randomized field trials, collaborate with one another and with faculty across the departments and schools, and conduct research that will inform policy decisions in education.

ITP Fellows are categorized as Advanced (completing dissertation) or Entry (first three years of a doctoral program).

Although the UW-ITP program can fund only U.S. citizens or permanent residents, it encourages international students with shared research interests to become part of the UW-ITP community.

 

ITP Dissertations 2005-present

Award #R305C050055

An, B. (2009). The Effect of dual enrollment on college persistence and attainment. (Abstract .pdf)

Alvarado, S. (2011). The Effect of neighborhood context on children's health and education outcomes. (Abstract .pdf)

Benson, J. (2010). Community colleges and the students that attend them: Did late twentieth century state policies improve success?

Bodmann, S. (2008). Achievement goal systems: Implications for research and educational policy. (Abstract .pdf)

Brown, M. (2011). The Effects of increased phonic and morphemic knowledge on the skills of struggling readers. (Abstract .pdf)

Cowen, J. (2008). Bargain-based schooling: Teacher unionization and American education. (Abstract .pdf)

Fleming, D. (2009). Parents and politics: How parenthood and education policy shape civic and political behavior. (Abstract. pdf)

Hattikudur, S. (2011), Comparing concepts and procedures in math instruction. (Abstract. pdf)

Hulleman, C. (2007). The Role of utility value in the development of interest and achievement. (Abstract .pdf)

Lavery, L. (2011). Lessons learned: Parent policy feedback and No Child Left Behind. (Abstract.pdf)

Mader, N. S. (2010). School choice, competition and quality--Evidence from the Milwaukee Parental Choice Program. (Abstract .pdf)

Prather, R. (2009). Acquisition of arithmetic principles through structured input.
(Abstract . pdf)

Schrager, S. M. (2008). Competition, achievement goals, and motivation: A Multiple-context process model. (Abstract .pdf)

Shober, A. F. (2006). Building government: Autonomy and scope in state departments of education, 1981-2001. (Abstract .pdf)

Topitzes, J. D. W. (2006). The Effects of child maltreatment on adult crime: An examination of a long-term developmental model. (Abstract .pdf)

ITP Publications 2005-2011

List of student publications

 

Advanced Fellows

 

 

Entry Fellows

 

International Affiliates