Penn GSE will work with the School District of Philadelphia and Neubauer Family Foundation to support math instruction for students. Dean Katharine Strunk says, “We are honored to support teachers with the tools, training, and strategies that will help their students thrive in this critical subject.”
On May 17, in the Palestra, Penn GSE commemorated the achievements of the roughly 700 master’s and doctoral graduates at this year’s Commencement ceremony.
In a story syndicated to Chalkbeat and multiple other outlets, the Hechinger Report cites a 2023 study by Richard Ingersoll finding that most severe teacher shortages are in rural areas, largely because of high turnover.
Michael Gottfried found in new research that student absenteeism significantly lowers teacher job satisfaction, emphasizing that attendance policies should address the full classroom ecosystem to support both student learning and teacher wellbeing.
This spring, those honors include three Spencer Foundation grants, the Presidential Award for Excellence in Mathematics and Science Teaching, and more.
Professor of Practice Andrea Kane emphasizes the importance of educators and school leaders engaging with themselves, each other, and their school communities to navigate district policies, state laws, and complex or controversial topics in the classroom.
Laura Perna notes that students working over 20 hours a week tend to have lower academic performance, as limited time can hinder their success in college.
Michael Golden describes the district’s new AI training program, PASS, as a scalable model built on Philadelphia’s expertise, aiming to support educators globally by promoting responsible, informed integration of AI into school systems.
The Project-Based Learning for Global Climate Justice certificate program is a collaboration between Penn GSE and 70 educators around Asia, Africa, and Europe working together on a K–12 education program that emphasizes climate change and social inequalities.
Arrington aims to inspire students to think independently and be creative while demystifying and critically examining academic institutions’ expectations for writing and literacy.
Jeanne Smith puts into practice what she learned in her Penn GSE master's program teaching reading to incarcerated people for the Vermont Department of Corrections.
A study by Michael Gottfried finds that student-teacher ethnoracial matching in early education positively impacts executive function skills, reinforcing the benefits of having teachers who share the same racial or ethnic background as their students.
Kemi Oyewole’s past studies in economics and organizational structures and experience in the Boston Teaching Residency stoked a passion for improving educator professional development.
Kandi Wiens highlights that to recover from emotional exhaustion, individuals should surround themselves with positive, supportive people who boost emotional well-being, particularly during vacations.
The Practical English for Daily Living (PEDAL) program at Penn GSE provides an opportunity for TESOL students to practice their teaching with language learners across the University and around the world.
Dr. Lilian Ajayi Ore has worked with the UN, established a foundation advocating for youth and women’s rights, and now works as a research scholar. She says Penn CLO’s practitioner–scholar approach has had a profound impact on her work.
Historically, as students get older and exams get more challenging, there is more variation in academic performance within each grade level, and that trend can result in lower average proficiency levels for secondary students, Jonathan Supovitz explains.
As teachers and researchers, Penn GSE alumni are at the forefront of the movement to educate savvy news readers who can parse fact from partisan fiction.
Sometimes student interactions turn contentious. Sarah Kavanagh explains how teachers can guide students in setting their own rules and norms for class discussions and enforcing those rules.
The collaboration with public benefits corporation Thinkist is funded with a four-year, $2.2 million Rural Postsecondary and Economic Development grant from the U.S. Department of Education.
The institutions’ memorandum of understanding is being renewed following a literacy and community engagement research conference held at Penn Oct. 14–15.
Educators face mounting challenges navigating political and social discourse, and this fall will test them. Abby Reisman offers four ways to open classroom conversations.
Topics like the upcoming presidential election may lead to difficult discussions in communities and classrooms. Jonathan Zimmerman offers advice on how to facilitate constructive dialogue among your students.
Michael Gottfried stresses that students are more likely to attend school when they connect with teachers who share their cultural background, fostering a sense of belonging and engagement.
Howard Stevenson emphasizes that parental incarceration profoundly affects Black children's emotional and academic lives, advocating for trauma-informed school environments that provide emotional support and tools for recovery.
Artificial intelligence and data analytics are revolutionizing education — and Penn GSE’s Learning Analytics online M.S.Ed. program is perfectly timed to meet this growing demand.
The program run by the Office of School and Community Engagement pairs students in the School District of Philadelphia with Penn students and community members for individually tailored tutoring sessions.
Jonathan Zimmerman writes that the type of well-rounded teaching that Tim Walz was known for in his educational career would not be possible today because of standardized testing.
Michael Gottfried discusses the rise in public school absenteeism, and how it is difficult to pinpoint the exact cause of the change because of correlated factors.
The Project-Based Learning for Global Climate Justice research community at Penn empowers teachers to create active education experiences for students to learn about climate issues.
The collection underscores how inequality manifests across multiple levels, explores its effects on children, and highlights interventions to create supportive educational environments.
A study by Michael A. Gottfried finds that early elementary school teachers report feeling less close to chronically absent students and view them less positively, even when those students don’t cause trouble in the classroom.
The Math Tutoring in an Elementary School course, supported by the Netter Center, is open to Penn undergraduate and graduate students and aims to redefine traditional math tutoring.
Ed Brockenbrough told Philadelphia's Board of Education the district must provide teachers with professional development on how to address conflicts like the war in Gaza in their classrooms.
