|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|
The University of Pennsylvania Graduate School of Education in Postdoctoral Training Program in the Education Sciences is designed to foster fellows as independent scholars. The emphasis of the program is on developing and/or refining fellows' methodology, design, fieldwork and or substantive area expertise, providing opportunities for scholarly publication and the development of the fellow's independent research agenda. The program, broadly focused on the effects of leadership and teaching on student achievement, targets three main areas: theory, research design and methods, and fieldwork. The research projects that fellows participate in are designed to allow fellows to perform at the highest levels of methodological and substantive rigor. Fellows have the opportunity to participate in two of several research projects. These include
These projects offer opportunities for developing expertise in qualitative analysis and fieldwork, including the development and analysis of surveys, interviews and classroom observations; the measurement of instruction; multi-level longitudinal modeling; Item Response Theory; psychometrics; design and analysis of randomized experiments; designing customized student assessments; and studying education policy implementation.
Project Website: http://www.gse.upenn.edu/faculty_research/iespostdoc.
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.
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
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).
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.
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.
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.
Nongovernment report, issue brief, or practice guide
Bridglall, B.L., and Caines, J. (in press). Improving Validity Via Models of School and Teacher Evaluation. Boulder, CO: National Education Policy Center.
Caines, J., Bridglall, B.L., and Chatterji, M. (in press). Understanding Validity and Fairness in the High-Stakes Testing of Individuals (AERI-NEPC eBrief Series No. 1). New York: AERI, Teachers College, Columbia University.
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.