Manuel González Canché has received $35,000 from the American Educational Research Association to host the conference "Performance Funding in Higher Education: Connecting 40 Years of Policy, Research, & Practice" at Penn GSE. The conference is designed to stimulate production of a set of scholarly papers that collectively address research-based knowledge on performance funding policies and to bridge gaps in policy, research, and practice by creating a forum for dialogue and exploration.
Awards & Honors
Marsha Richardson, Senior Lecturer, was selected by the Substance Abuse and Mental Health Services Administration (SAMHSA), in collaboration with Bloomsburg University's McDowell Institute, to become trained as a Youth Mental Health First Aid Trainer. The organization is aiming to certify early career educators and pre-service students in YMHFA, in response to the Pennsylvania Department of Education’s mandates to include trauma-informed pedagogy in training curricula.
(Posted 4/15/2020)
Associated Professor Manuel S. González Canché, Professor of Practice Joni Finney, GSE Centennial Presidential Professor of Education Laura W. Perna, and colleagues from Research for Action, the Tennessee Higher Education Commission, and the State Higher Education Executive Officers Association were awarded a grant from the American Education Research Association. The grant will fund the first national research conference on performance- and outcomes-based funding in higher education, called “Performance Funding in Higher Education: Connecting Forty Years of Policy, Research, and Practice,” along with the first edited book on the topic.
(Posted 4/15/2020)
Abby Reisman is part of a research team with the SERP Institute that has been awarded the Lyle Spencer Award, a $1,000,000 grant from the Spencer Foundation. The study, called “Academically Productive Talk: Strengthening the Infrastructure for Research and Practice” is being led by co-principal investigators Catherine Snow and Suzanne Donovan. The team will create a video database and instrument-sharing site to promote situated research on classroom talk capable of directly informing classroom practice. They will also conduct research on what makes classroom talk academically productive, and provide annotated video resources for teachers and teacher educators that will support the development of teacher expertise in talk based pedagogy.
(Posted 3/15/2020)
Abby Reisman has been awarded $2,464,087 from the James S. McDonnell Foundation for the study “The Development of Novice Teachers’ Role-Identities as Discussion Facilitators in Social Studies Classrooms.” With collaborators from Temple University, Reisman will follow two cohorts of social studies teacher candidates from two preservice certification programs into their first 2 years of teaching in Philadelphia. Using mixed methods, the project aims to generate a rich and contextualized developmental portrait of teacher learning centered on discussion facilitation. The products of this work will include an online repository of teacher-annotated videos of social studies discussion to be used in teacher-led professional development.
(Posted 2/22/2020)
Caroline Watts has received a grant award from the Neubauer Family Foundation to support the Office of School and Community Engagement (OSCE) through the hire of a Research Coordinator. The Research Coordinator will increase the capacity of the OSCE by responding to data requests, enabling the OSCE to continue to build external relationships within the community and deepen its impact.
(Posted 2/15/2020)
Abby Reisman has been awarded $49,994 from the University Research Foundation for the study "Investigating a Virtual Instruction Coaching Model for Philadelphia History Teachers." The study will pair Philadelphia teachers with instructional coaches from different states for coaching focused on document-based history instruction and will investigate whether this model provides teachers with valuable professional development experience.
(Posted 2/12/2020)
Wendy Chan was awarded $25,000 by the American Educational Research Association for the project “The Generalizability of Deeper Learning Using Small Area Estimation.” In an extension to the earlier Study of Deeper Learning by the American Institutes for Research, Dr. Chan will use hierarchical Bayesian models to estimate the generalized impact of the deeper learning approaches on the proportion of on-time graduation rates among high school students in California and New York. This study is the first to generalize the impacts of deeper learning and to apply small area estimation methods to generalization when the small areas are defined using a generalizability index.
(Posted 11/25/2019)
Nelson Flores has been awarded a $50,000 Spencer Conference Grant to bring together researchers and practitioners to develop a research and policy agenda that works to counteract anti-Blackness in language education. The co-PIs on the project are Dr. Uju Anya from Penn State and Dr. Tia Madkins from University of Texas-Austin.
(Posted 11/12/2019)
Ryan Baker and colleagues at Worcester Polytechnic Institute, in a joint project with Rebecca Stein and Peter Decherney from the Online Learning Initiative, were awarded a $1.4 million grant from CSSI to develop an infrastructure to support the integration of richer problem-solving into Massive Online Open Courses, as well as a research infrastructure to study which variants on learning content work best, in both K-12 and Massive Online Open Courses.
(Posted 10/16/2019)