University of Pennsylvania Pre-doctoral Training Program in Interdisciplinary Methods for Field-based Research in Education
The University of Pennsylvania's Pre-doctoral Training Program in Interdisciplinary Methods for Field-based Research in Education emphasizes field-based, multi-disciplinary research that includes randomized controlled trials of educational interventions and innovations. Participating students are drawn 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. Settings for the research will include both inner city schools serving high poverty neighborhoods and schools in more working-to-middle class communities. Trainees are expected to achieve proficiency in seven areas through standard course offerings; projects designed and supported summer institutes in advanced methods; weekly seminars; periodic visits by "experts in residence;" and participation in collaborative field-based research projects directed by members of the faculty leadership team in collaboration with program partners.
Project Website: http://www.gse.upenn.edu/pimfer.
Related IES Projects: This university has received a second award to continue its Predoctoral Interdisciplinary Training Program (PIRT) in the Education Sciences. More information about this later award can be found at: http://ies.ed.gov/ncer/projects/grant.asp?ProgID=16&year=2009&grantid=862.
Publications from this Project
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.