Ed Brockenbrough received a Body of Work Award from the American Educational Research Association’s Queer Studies Special Interest Group in recognition of a sustained research agenda that has shaped the field of LGBTQ studies in education and/or Queer Studies in education.
Awards & Honors
Vivian Gadsden, Carter Professor of Child Development and Education and Co-Faculty Director of the Penn Futures Project, and Katherine Barghaus, Executive Director of the Penn Child Research Center and of the Penn Futures Project, have been awarded $79,471 from Casey Family Programs to help support a multiphase partnership initiative between Penn Child and Penn Futures and the Philadelphia Department of Human Services and Office of Children and Families. This initiative aims to better understand the child welfare system and the outcomes it produces. The contract will help support the phase of the initiative aimed at learning from the lived experiences of the people in the child welfare system, both those served and those who serve.
(Posted 9/12/2020)
Ryan Baker, Jaclyn Ocumpaugh, and Nigel Bosch have been awarded $330,580 from the National Science Foundation to investigate algorithmic bias in adaptive learning platforms designed for 6th-12th grade math, using a variety of techniques to explore how students construct their own identities. Steve Ritter (CMU, co-PI) and Stafford Hood (UIUC) are also collaborators on this grant. The team will examine how bias may impact machine learned predictions of a wide range of constructs related to learning, and will use this information to conduct a large-scale experimental study about the students’ self-conceptions of identities to determine whether a variety of demographic factors is susceptible to algorithmic biases. They will then work to adapt these learning systems to ensure equitable opportunities for all learners.
(Posted 9/5/2020)
Dr. Susan Yoon, with co-investigator Clark Chinn (Rutgers GSE) has been awarded $2.1 million from the National Science Foundation to investigate needs and challenges in developing an informed public able to evaluate empirical evidence generated from scientific activities. The project will work with high school biology teachers to investigate their own understanding of scientific thinking, how it can be improved through professional development, and how this improvement can translate into practice to support student learning.
(Posted 9/1/2020)
The Philadelphia Writing Project, directed by Dianne Waff, received $20,000 to fund a yearlong initiative “Supporting and Sustaining Teachers’ Writing, Learning, and Leading Through Teaching with Primary Sources,” designed to deepen and extend practitioners’ classroom inquiries using primary sources and to further develop their capacities as literacy leaders. The grant will support two summer institutes for teachers with school-year follow up.
(Posted 7/15/2020)
Dr. Sharon Ravitch was invited to serve as Sage MethodSpace’s Methodologist-In-Residence for March 2020. As part of her residency, she was interviewed on topics including multi-modal research and Flux Methodology and wrote a series of articles on Theory and Research Design.Her posts included: Qualitative Methodologies: Equity and Local Knowledges
Research Design in Qualitative Research
The Space between Stimulus & Response: Creating Critical Research Paradises
Storytelling, Relational Inquiry, and Truth-Listening
Research Design in the Time of COVID-19
FLUX Pedagogy: Transforming Teaching and Learning during Coronavirus
From Individualism to Collective Truth-listening: Transformative Listening in a Time of COVID-19
Research Design in Qualitative Research
The Space between Stimulus & Response: Creating Critical Research Paradises
Storytelling, Relational Inquiry, and Truth-Listening
Research Design in the Time of COVID-19
FLUX Pedagogy: Transforming Teaching and Learning during Coronavirus
From Individualism to Collective Truth-listening: Transformative Listening in a Time of COVID-19
(Posted 7/1/2020)
Dr. Laura Perna received $25,000 from the Association for Institutional Research to support the work of Chad Losee, a doctoral student in the Executive Doctorate in Higher Education program. Losee's project explores understanding access to top-ranked graduate programs as important given their role in income and social stratification patterns in society. This study aims to help explain why certain groups such as women, lower SES individuals, and underrepresented minorities apply to top-ranked MBA programs at lower rates. The analysis aims to uncover key barriers faced by certain groups and inform admissions offices and policy leaders about ways they can foster greater access to top-ranked graduate schools.
(Posted 7/1/2020)
Sharon Wolf has been awarded a grant from the 2020-2021 World Bank Strategic Impact Evaluation Fund (SIEF). Her project is entitled “Nudges to improve learning and gender parity: Supporting parent engagement and Ghana’s educational response to Covid-19 using mobile phones,” and the funding totals $299,626. Dr. Wolf will be the PI, alongside co-PIs Elisabetta Aurino of Imperial College London and Guilherme Lichand at the University of Zurich.
(Posted 6/1/2020)
Amy Stornaiuolo has been awarded $2.49 million from the McDonnel Foundation for her project, “Facilitating Digital Discourse: Teachers as Learners in a Digital Age.” In the project, Stornaiuolo and her team will examine how secondary English teachers learn to facilitate digital discourse in their classrooms, specifically focusing on online discussions. Stornaiuolo will work with Penn GSE's Ebony Elizabeth Thomas as well as colleagues at the National Writing Project, the Philadelphia Writing Project, the Denver Writing Project, the Institute of Cognitive Science, and Stanford University to execute the research.
(Posted 4/15/2020)
Howard Stevenson has been awarded $60,000 from Temple University to support the Racial Empowerment Collaborative in its implementation of the Preventing Long-term Anger and Aggression in Youth (PLAAY) intervention. The PLAAY intervention integrates physical activity and culturally responsive group therapy to help youth with managing the stress of in-the-moment, face-to-face oppression related to race, gender, and disabilities, and help them make healthy decisions during those conflicts. This is a collaborative effort with Dr. Sally Gould-Taylor, Associate Professor and Associate Director of Evaluation and Research in the Institute on Disabilities, at Temple University; Jason Javier-Watson, Ed.D., from the St. Francis Catholic High School, Sacramento, CA; and Dr. Kelsey Jones, Assistant Professor in the Department of Education, Health, and Human Services at the California State University San Marcos.
(Posted 4/15/2020)