Recent graduates of Penn GSE’s three teacher education master’s programs are implementing what they’ve learned, showing a deep commitment to their students’ futures as they teach mathematics, English, and science.
In a new study, Penn GSE’s Sharon Wolf documents in detail how inequalities impacted learning in Ghana during the pandemic and shares how that could inform any nation’s approach to instruction this fall.
In an op-ed in EdWeek, Penn GSE’s Dean Pam Grossman, Zachary Herrmann, and Sarah Schneider Kavanagh write that incorporating project-based learning is just like running: start a little at a time.
Penn GSE Dean Pam Grossman spoke with historian and best-selling author Jill Lepore at the School’s annual Steven S. Goldberg and Jolley Bruce Christman Lecture in Education Law
An inaugural Penn Projects for Progress program led by a Penn GSE team focused on reconnecting West Philadelphia students to school and one another, rather than academic remediation.
In new research published in Educational Evaluation and Policy Analysis, Michael Gottfried (Penn GSE), J. Jacob Kirksey (Texas Tech) and Tina L. Fletcher (Penn) examine the impact of having a same-race teacher on attendance.
Project-based learning could change the game for students this fall. Sarah Schneider Kavanagh and Zachary Herrmann have some thoughts on what school leaders need to do to support it.
A new report from Ryan Baker and the Penn Center for Learning Analytics examines the emerging field of learning engineering and recommends top opportunities where researchers and practitioners should focus their energies.
By teaching, implementing curricula, creating experiences outside of the classroom, and engaging undergraduates in community service, these alumni are preparing the next generation for U.S. civic life.