Interdisciplinary Training Program in Education Sciences

Training researchers whose evidence-based results will help inform education policy and practice.

Mission

The Interdisciplinary Training Program in Education Sciences (ITP) at the University of Wisconsin-Madison is one of a network of pre-doctoral training programs funded by the U.S. Department of Education’s Institute of Education Sciences. The ITP is preparing a new generation of outstanding education science scholars by training them in methods of causal inference in the social sciences, engaging them in a weekly seminar and supporting their translational research through a variety of internship opportunities. The community of faculty and Ph.D.-level researchers that work with ITP Fellows come from academic departments in education, social work and across the social sciences. Fellows join an interdisciplinary research community including doctoral students in economics, political science, psychology, social welfare, sociology, educational leadership & policy analysis, educational policy studies and educational psychology.

Upcoming Events

September 13, 2024

  • ITP Seminar: Ross Wiener

    September 13, 2024  12:00 pm - 1:30 pm
    rm 259 Educational Sciences, 1025 W Johnson St, Madison, WI 53706, USA

    Ross Wiener, Vice President at the Aspen Institute and Executive Director of the Education & Society Program

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September 20, 2024

  • ITP Seminar: Michelle Jackson

    September 20, 2024  12:00 pm - 1:30 pm
    rm 259 Educational Sciences, 1025 W Johnson St, Madison, WI 53706, USA

    Dr. Michelle Jackson, Assistant Professor, Sociology, Stanford University
    https://sociology.stanford.edu/people/michelle-jackson

    Title: We ask so much: The division of rationalized labor in the education industry 

    Abstract: A key prediction of classical theories of the division of labor is that, over time, specialized occupations are responsible for an ever-narrower range of tasks. In contrast to the predictions of classical theories, I show that the macro-level forces of scientific development and rationalization in fact work to complicate tasks and responsibilities. I use the case of the education industry to cast light on this general pattern. Using data from school yearbooks, academic journals, job task analyses, and government reports, I examine changes in the division of labor in the education industry over the past c.150 years. I show that teachers and schools are asked to take on more tasks today than in the past, and consider some of the possible consequences for teachers, schools, and societies.

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Coursework: ITP Seminar

This project is supported by the Institute of Education Sciences (IES) in the U.S. Department of Education.