• Higher Education
January 12, 2017

Ted Mitchell answered questions from students in Penn GSE’s Higher Education Division in lunch and learn. 

 

  • News from Penn GSE
January 11, 2017

Education Week names nearly a quarter of Penn GSE's standing faculty to list of most influential scholars. 

  • Teaching & Leadership
  • Philly Impact
January 4, 2017

Nelson Flores explains to The Notebook how federal policies challenged the city’s robust bilingual programs.

  • Higher Education
December 9, 2016

Senior Fellow Peter Eckel, a member of the Higher Education division at Penn GSE, was a recent guest on Wharton’s Sirius radio station to discussing the role boards of trustees can play in universities. 

The Educator's Playbook

Penn GSE faculty distill their research in this useful newsletter for K-12 educators. In the latest issue, Ebony Elizabeth Thomas names the best books for young readers of 2016..

Awards & Honors

Penn GSE’s research-practice partnership with the Aquinas Center, a faith-based community organization, received a $400,000 grant from the Spencer Foundation to fund the expansion of methodologies, solidify technological infrastructure, and support Aquinas Center community members. The long-term partnership draws on the diverse linguistic and cultural experiences of immigrant, refugee, and historically disenfranchised families and communities in American cities to illuminate ways these groups cooperate across social and linguistic boundaries to access educational resources.

Designing the Impact Studio is a half a million-dollar grant funded by the National Science Foundation that will investigate how adolescents develop data literacy. Researchers will create a suite of visualization tools, called Impact Studio, and test it with participants in Write4Change, a virtual global community of students and educators. The tools will allow students to use data visualizations to test, revise, and more clearly express STEM-related concepts and ideas.

The Systemic Formative Assessment to Promote Mathematics Learning in Urban Elementary Schools is a $3 million grant from the National Science Foundation (NSF) to focus on developing, implementing, refining, and testing a systemic support model to strengthen implementation of the Ongoing Assessment Project (OGAP) mathematics intervention in elementary schools in the School District of Philadelphia (SDP). It seeks to deepen implementation through the introduction of supports, tools, and resources for school leaders that will be co-developed in a research practice partnership with the SDP and the Philadelphia Educational Research Consortium.