The University of Pennsylvania's Predoctoral Training Program in Interdisciplinary Methods for Field-based Research in Education emphasized field-based, multi-disciplinary research, including randomized controlled trials of educational interventions and innovations. The program recruited fellows from the Graduate School of Education, the School of Arts and Sciences, the School of Social Work, the Wharton School of Business, and the Annenberg School for Communication. Fellows learned about conducting research in both inner city schools serving high-poverty neighborhoods and schools in more working-to-middle class communities. The program included seven major components: standard course offerings, projects designed and supported summer institutes in advanced methods, weekly seminars, periodic visits by "experts in residence," and collaborative field-based research projects directed by members of the faculty leadership team in collaboration with program partners.

List of Completed Fellows: Below is a list of the 28 fellows who received funding support from this award and completed the training program.

*Denotes fellows who also received funding from award R305B090015.

Related IES Projects: University of Pennsylvania Predoctoral Interdisciplinary Training Program in Education Sciences (R305B090015), University of Pennsylvania Predoctoral Training Program in Interdisciplinary Methods for Field-Based Research in Education (R305B200035)

Products and Publications

ERIC Citations: Find available citations in ERIC for this award here.

Select Publications From Completed Fellows:

Weinbaum, E.H., Cole, R.P., Weiss, M.J., & Supovitz, J.A. (2008). Going with the flow: Communication and reform in high schools. In J.A. Supovitz & E.H. Weinbaum (Eds.), The Implementation Gap: Understanding Reform in High Schools (pp 68–102). New York: Teachers College Press.

Gottfried, M.A., & Johnson, E.L. (2006). Solicitation and donation: An econometric evaluation of alumni generosity in higher education. International Journal of Educational Advancement 6 (4), 268–281.

Culhane, D.P., Parker, W.D., Popper, B., Gross, K.,. & Sykes, E. (in press). Accountability, Cost-Effectiveness, and Program Performance: Progress Since 1998. Washington, DC: US DHHS and DHUD.

Haxton, C.L. & Harknett, K. (in press). Racial and gender differences in kin support: A mixed methods study of African American and Hispanic couples. Journal of Family Issues.

Perez-Johnson, I., & Maynard, R. (2007). The case for early targeted interventions to prevent academic failure. Peabody Journal of Education, 82, 587–616.

Dong, N., Maynard, R., & Perez-Johnson, I. (in press). Averaging effect sizes within and across studies of interventions aimed at improving child outcomes. Child Development Perspectives.

Porter, A.C. & Polikoff, M.S. (October 2007). NCLB: State interpretations, early effects, and suggestions for reauthorization. Social Policy Report, 21 (4). http://www.srcd.org/documents/publications/spr/21-4_no_child_left_behind.pdf.

Porter, A., Polikoff, M., & Smithson, J. (May 2008). Is There a de Facto National Curriculum?: Evidence from State Standards. Paper prepared for the National Research Council Workshop on Assessing the Role of K-12 Academic Standards in States. Available: http://www7.nationalacademies.org/cfe/Porter_Smithson%20State%20Standards%20Paper_Tables.pdf.