Awards & Honors

Marybeth Gasman has won the Carlos J. Vallejo Memorial Award for Lifetime Scholarship from AERA’s Multicultural/Multiethnic Education SIG 
(Posted 3/22/2018)

Susan Yoon has been honored by the American Educational Research Association and the American Educational Research Journal as an Outstanding Reviewer. 
(Posted 3/20/2018)

Ryan Fink
Ryan Fink was awarded $114,508 by Research For Action for a collaborative project with the Philadelphia Education Research Consortium (PERC), “Scan of Early Literacy Practices in Philadelphia’s Charter Schools.” This is a sub-award from a grant PERC received from the William Penn Foundation. The project plans to interview charter school personnel familiar with their school’s approach to early literacy to understand the practices and approaches being implemented across charter schools in the city in order to identify opportunities for collaboration and knowledge-sharing, as well as to highlight opportunities for future funding to support the implementation of strong early literacy practices. 
(Posted 2/28/2018)

John Fantuzzo, Katie Barghaus, and the team at the Penn Child Research Center have been awarded a grant from the William Penn Foundation for $268,400. The grant titled “Building an evidence-based, sustainable, family-teacher engagement intervention to support kindergartners' classroom engagement competencies," aims to enhance home-school partnership to promote young children's engagement skills. 
(Posted 2/14/2018)

Sharon Wolf was recently selected as one of the 11 global fellows of the 2018•2020 Jacobs Foundation Research Fellowship Program aimed at improving the learning, development, and living conditions of children and youth. Dr. Wolf will spend her fellowship period advancing scientific knowledge and forming new insights about early childhood development, early childhood education, and family well-being in West Africa. 
(Posted 2/7/2018)

Ryan Baker received a $430,000 award from the University of Florida (Institute of Education Sciences) for the project “Exploring Adaptive Cognitive and Affective Learning Support for Next Generation STEM Learning Games.” The purpose of this project is to research how to design educational games that better support frustrated students in regulating their emotions in order to learn effectively. 
(Posted 1/24/2018)

Ryan Baker was awarded a $470,000 grant from American Institute for Research (Institute of Education Sciences) for the project “Identifying Malleable Factors in Blended Learning Environments Using Automated Detectors of Engagement.” The project aims to use data mining and machine learning methods to explore the relationship between effective and behavioral engagement with measures of student learning within an online adaptive mathematics learning system. 
(Posted 1/24/2018)

Janine Remillard and her collaborators from Sweden, Flanders (Belgium), the U.S., and Finland, received an award of $970,000 by Swedish Research Council (led by Malardalen University) for the project “Teachers’ Use of Mathematics Curriculum Resources in the 21st Century: A Cross-Cultural Project.” The study examines elementary teachers’ use of mathematics curriculum resources from a cross-cultural, 21st-century perspective. Using interviews, a survey, and a teacher log, the study will gather and analyze data on elementary mathematics teachers’ interpretations and use of print and digital curriculum resources in Sweden, Flanders (Belgium), the United States, and Finland. The Penn portion of the project is $415,502. 
(Posted 1/23/2018)

Ameena Ghaffar-Kucher and Thea Abu el-Haj (Penn GSE Alum) received an award of $42,945 from the Spencer Foundation for the project, “Unequal Citizens: Documenting the Civic Lives of American Muslim Immigrant Youth.” This national study focuses on the ways in which young people from diverse Muslim immigrant communities develop a range of understandings and practices in relation to civic identity and civic actions by examining the nature and development of civic identities and engagement across the domains of education, family, and community. 
(Posted 1/22/2018)

Sarah Schneider Kavanagh and a cross-institutional team of researchers have recently been awarded a $2.5 million grant from the James S. McDonnell Foundation to conduct a research study investigating how teachers learn to support disciplinary argumentation when facilitating classroom discussions. Focusing on understanding how instructional tools influence how teachers make sense of their practice as discussion facilitators, the study will be conducted across five years as a collaboration between researchers at four institutions: The University of Pennsylvania, the University of Wisconsin, The University of Colorado, and The University of Washington. 
(Posted 1/19/2018)

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