|Title:||Penn GSE in Postdoctoral Training Program in the Education Sciences|
|Principal Investigator:||Desimone, Laura||Awardee:||University of Pennsylvania|
|Program:||Postdoctoral Research Training Program in the Education Sciences [Program Details]|
|Award Period:||5 years||Award Amount:||$591,351|
This program trained five fellows to focus on the effects of leadership and teaching on student achievement. The program targeting three main areas: theory, research design and methods, and fieldwork. Fellows were provided opportunities for scholarly publication and development of their independent research agendas. Fellows participated in research projects that allowed them to perform at the highest levels of methodological and substantive rigor and offered opportunities for developing expertise in qualitative analysis and fieldwork.
As of 2020, Dr. Bowdon was a senior researcher at the American Institutes for Research (AIR), Dr. Caines was an assistant professor at the University of New Hampshire in the Department of Education, Dr. Covay was an associate professor of education leadership at National Louis University, Dr. Richards was an associate professor of education policy and leadership in the Simmons School of Education at Southern Methodist University, and Dr. Sorhagen was an assistant professor of psychology at Temple University.
Journal article, monograph, or newsletter
Bridglall, B.L., Caines, J., and Chatterji, M. (2014). Understanding Validity Issues in Test-Based Models of School and Teacher Evaluation. Quality Assurance in Education, 22(1): 19–30. doi:10.1108/QAE-12-2013-0053
Caines, J., and Engelhard Jr., G. (2012). How Good is Good Enough? Educational Standard Setting and its Effect on African American Test Takers. Journal of Negro Education, 81(3): 228–240. doi:10.7709/jnegroeducation.81.3.0228
Caines, J., Bridglall, B. L., and Chatterji, M. (2014). Understanding Validity and Fairness Issues in High-Stakes Individual Testing Situations. Quality Assurance in Education, 22(1), 5–18.
Covay Minor, E. (2015). Classroom Composition and Racial Differences in Opportunities to Learn. Journal of Education for Students Placed at Risk (JESPAR), 20(3): 238–262.
Covay Minor, E., Desimone, L., Caines Lee, J., and Hochberg, E.D. (2016). Insights on How to Shape Teacher Learning Policy: The Role of Teacher Content Knowledge in Explaining Differential Effects of Professional Development. Education Policy Analysis Archives, 24(61). Full text
Fulbeck, E., and Richards, M.P. (2015). The Impact of School-Based Financial Incentives on Teachers' Strategic Moves: A Descriptive Analysis. Teachers College Record, 117(9): 1–40.
Minor, E. C., Desimone, L. M., Spencer, K., and Phillips, K. J. (2014). A New Look at the Opportunity-to-Learn Gap Across Race and Income. American Journal of Education, 121(2), 241–269.
Minor, E. C., Porter, A. C., Murphy, J., Goldring, E. B., Cravens, X., and Elloitt, S. N. (2014). A Known Group Analysis Validity Study of the Vanderbilt Assessment of Leadership in Education in US Elementary and Secondary Schools. Educational Assessment, Evaluation and Accountability, 26(1): 29–48. doi:10.1007/s11092-013-9180-z
Minor, E.C. (2016). Racial Differences in Mathematics Test Scores for Advanced Mathematics Students. The High School Journal, 99(3): 193–210.
Minor, E.C., Porter, A.C., Murphy, J., Goldring, E., and Elliott, S.N. (2017). A Test-Retest Analysis of the Vanderbilt Assessment for Leadership in Education in the USA. Educational Assessment, Evaluation and Accountability, 26(1): 29–48.
Richards, M.P. (2012). The Gerrymandering of School Attendance Zones and the Segregation of Public Schools: A Geospatial Analysis. American Educational Research Journal, 51(6): 1119–1157. doi:10.3102/0002831214553652
Richards, M.P., and Stroub, K.J. (2014). The Fragmentation of Metropolitan Public School Districts and the Segregation of American Schools: A Longitudinal Analysis. Teachers College Record, 116(12).
Richards, M.P., and Stroub, K.J. (2015). An Accident of Geography? Assessing the Gerrymandering of Public School Attendance Zones. Teachers College Record, 117(7): 1–32.
Stroub, K.J., and Richards, M.P. (2013). From Resegregation to Reintegration Trends in the Racial/Ethnic Segregation of Metropolitan Public Schools, 1993–2009. American Educational Research Journal, 50(3): 497–531. doi:10.3102/0002831213478462
Caines, J. (2013). Construct Mapping, Theory Building, and Validity Testing: An Examination of the Student Moral Character Scale. In Proceedings of the Pacific Rim Objective Measurement Symposium (PROMS) 2012 (pp. 352–353). Jiaxing, China: PROMS.