Janine Remillard and Caroline Ebby have received a $50,000 grant from the Spencer Foundation for the project "Transitions to the First Year of Teaching in Urban Schools: Learning to Enact Dialogic Instruction in Mathematics."
Caroline Ebby and Caroline Watts have received $2,993,280 from the National Science Foundation for their four-year project "Building Sustainable Networked Instructional Leadership in Elementary Mathematics through a University Partnership with a Large Urban District."
Susan Yoon, with Blanca Himes and Matthew Breitenstein, both of Penn Medicine, has received a grant of $1,036,108 from the National Science Foundation for the project "Professional Development Supports for Teaching Bioinformatics through Mobile Learning." The project aims to help create an engaged population of informatics-informed students who are capable of critically analyzing information and able to solve local problems related to their health and well-being.
Laura Perna, with project partners Robin LaSota of Development Services Group and Joshua R. Polanin of the American Institutes for Research, has received a $600,000 grant from the Institute of Education Sciences. Their two year project, “The Effects of College Aid Programs: A Systematic Review and Meta-Analysis” aims to estimate the relationships between different types of financial aid programs and student progress through postsecondary education.
Abby Reisman has received a $19,993 grant from the Library of Congress Teaching with Primary Sources Program for the project “The Life of African Americans in 19th Century Philadelphia: Using Library of Congress Resources to Uncover Hidden History.” The project will establish a professional development series to support 10th grade history teachers in Philadelphia in using the Library of Congress’ collection to design lessons in this topic area.
Manuel S. González Canché has received a $70,000 grant from the National Academy of Education for his project “Overcoming the Geography of Disadvantage: A Spillovers Framework to Identify Structural Means to Enhance Community College Students’ Educational Outcomes Despite Their Location.”
Laura Perna has received a $300,000 subcontract from Research for Action, funded by the Bill & Melinda Gates Foundation. The grant will support the project “Evaluating free college programs,” which is designed to advance understanding of design, implementation, and effects of selected state and local free community college programs.
Kate Kinney Grossman has been granted with $182,368 by the Philadelphia School Partnership for incubation of specialized coursework and fieldwork that supports pre-service teachers in the Urban Teaching Apprenticeship Program to enact Project Based Learning and/or use Design Thinking approaches in their classrooms.
Jonathan Supovitz, with the Consortium for Policy Research in Education (CPRE), has received a $155,000 grant from the Bill & Melinda Gates Foundation to conduct a distributed leadership project. The project will identify the research and evidence base for distributed leadership; develop a framework to guide practitioners; and identify tools, resources, and technical assistance providers.
Marybeth Gasman, with the Penn Center for Minority Serving Institutions (CMSI), has received a $182,000 grant from the ECMC Foundation for the MSI Aspiring Leaders program. With this program, CMSI brings together prominent leaders of Minority Serving Institutions (MSIs) to engage with mid-career aspiring leaders from the education, non-profit, and business sectors in an effort to prepare the next generation of MSI presidents.