Awards & Honors

With a $450,000 grant from the National Science Foundation, Caroline Ebby developed and piloted research-based formative assessment tools and routines for the early elementary grades. She and her team will be providing professional development and ongoing support throughout the 2017-18 school year for 275 School District of Philadelphia teachers. Dr. Ebby is collaborating with the Ongoing Assessment Project to translate research findings on student learning of number and operations into ways for teachers to regularly assess student understanding and develop targeted instructional responses. 

 

(Posted 4/13/2017)

Ameena Ghaffar-Kucher has been elected to the Comparative and International Educational Society (CIES) Board of Directors. She will serve a three year term. The society's over 2,500 members conduct research that focuses on schools, students, teachers and administrators, and on issues spanning early childhood and basic education to secondary and higher education, as well as non-formal education and life-long learning.

 

(Posted 4/7/2017)

Nelson Flores is the winner of the 2017 AERA Early Career Award in Bilingual Education Research. The award recognizes an individual in the early stages of his or her career whose work stands out for its excellence in moving the field forward. The selection committee also considered each candidate’s potential for continued prominence in bilingual education, and recognized Dr. Flores's potential to add new knowledge to the field. The award will be presented at the 2017 AERA BER SIG business meeting in San Antonio.

 

(Posted 2/17/2017)

Laura Perna of Penn AHEAD has received a $500,000 grant from the Lumina Foundation for the project, “Improving Equity in Higher Education Attainment in the United States.” Dr. Perna and the Penn AHEAD team will continue their work with the Pell Institute on the Indicators of Higher Education Equity reports, identifying best practices of colleges and universities that enroll and graduate high shares of low-income students.

 

(Posted 2/15/2017)

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.

(Posted 1/19/2017)

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.

(Posted 1/12/2017)

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. 

(Posted 10/5/2016)

The bioMAKERlab, an innovative wetlab starter kit and activities funded by the National Science Foundation, will enable high school students and teachers to engage in synthetic biology by building genetic circuits that let microorganisms change color, smell, and shape. In synthetic biology, participants make their own DNA—gene by gene—and then grow their designs into real applications by inserting them into microorganisms to develop different traits and characteristics provided by the genes. The project will involve students from a Philadelphia public high school and young people participating in weekend workshops at The Franklin Institute, a Philadelphia-based science museum.  

(Posted 8/2/2016)

Efficacy Evaluation of Zoology One

IES has awarded a Goal 3 Efficacy grant of nearly $3.3 million to Consortium for Policy Researcher in Education (CPRE) Senior Researchers Abigail Gray and Philip Sirinides, partnering with The School District of Philadelphia. The mixed-methods study examines the impacts and implementation of Zoology One, an integrated literacy and science curriculum for improving the reading, writing, and science achievement of kindergarten students. For more information on this study, click here

 

(Posted 8/2/2016)

A partnership with the School District of Philadelphia Neighborhood Network 2 (West Philadelphia) will build capacity in mathematics instruction and achievement in grades 3-8. Funded by the Carl Haas Foundation & the William Penn Foundation, this project leverages established research and practice relationships between the SDP & Penn GSE’s CPRE in the use of formative assessment in mathematics improvement. 

 

(Posted 5/24/2016)