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.
Awards & Honors
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)
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)
Sharon Wolf recently received the “Early Career Research Fellowship” of $167,907 from Jacobs Foundation. During this fellowship, Wolf will work on developing, evaluating, and scaling up early childhood development policies in Ghana and Cote d'Ivoire. By contributing to the growing body of evidence from which governments and other institutions can effectively intervene to support children to be resilient despite the many challenges they face, Wolf aims to uniquely advance research and practice in early childhood development and education, as well as in applied developmental science.
(Posted 1/19/2018)
Jonathan Supovitz has received an award of $450,000 from Nellie Mae Educational Foundation for the project, “The Study of Teacher Leadership in the United States”. Led by three leading researchers in the field of educational leadership, the project first scans the teacher leadership program environment in the U.S. and then identifies two promising programs for an in-depth, mixed-method investigation of their implementation and impacts on teacher leaders, teachers, and students.
(Posted 1/18/2018)
Wendy Chan’s project, "Assessing the Role of Covariates and Matching in Improving Bounds for Generalization and in Understanding Generalizations Over Time," was recently awarded $36,033.50 from the Spencer Foundation. The goal of this project is two-fold. First, the project investigates the impact of covariates and matching methods on improving the precision of bound estimates of population average treatment effects. Second, it explores the extent to which generalizations from experimental studies are made to populations defined at a future time point.
(Posted 1/17/2018)
Sharon Wolf was awarded approximately $420,000 by the British Academy for a longitudinal follow-up of children from project “Assessing Sustained Impacts of the Quality Preschool for Ghana Teacher Training Intervention on Children’s Early Primary Grade Outcomes.” This project will follow the children from the original study for an additional year as they transition into primary school to assess sustained impacts of the intervention.
(Posted 9/19/2017)
Yasmin Kafai and her project partner Michael Eisenberg from University of Colorado-Boulder received a $1.2 million grant from the National Science Foundation for their project “Debugging by Design: Developing a Tool Set for Debugging with Electronic Textiles to Promote Computational and Engineering Thinking in High School.” The goal is to strengthen teachers’ and students’ computational and engineering thinking by helping them to become better at locating and fixing problems in their software and circuit designs. The project will investigate a new instructional approach in which students and teachers themselves (rather than the researchers) will design their own debugging activities and materials with electronic textiles.
(Posted 9/19/2017)