Doctoral Candidate in Anthropology and Education, University of Pennsylvania
Irteza Binte-Farid is a doctoral student in Anthropology and Education at the University of Pennsylvania. Her research explores the experience of Muslim youth in Philadelphia high schools and religious spaces. She is particularly attuned to scholarship at the intersection of urban education, religion, and race. Irteza is also interested in the education of secondary history teachers and in particular how teacher education programs in urban areas approach the teaching of history in culturally diverse classrooms that include Muslim students of color.
Doctoral Candidate in Education Policy, University of Pennsylvania
Cameron Anglum is a Ph.D. candidate in Education Policy at the University of Pennsylvania. He pursues an interdisciplinary line of research in economics of education, school finance, and urban public policy focused particularly on policy effects experienced by disadvantaged students and the communities that serve them. In particular, Cameron uses quasi-experimental methods of analysis to examine how American governments at the local, state, and federal levels invest in inputs to K-12 public education, the largest public expenditure at the state and local levels. His prior work has examined equity and adequacy considerations in school finance reforms, technology integration in urban schools, and reforms to school discipline policies. His dissertation research examines school district debt issuance, credit constraints, and their relationships with school capital investments, investments which have been shown to improve a range of important public policy outcomes. Previously, Cameron earned a B.A. in Economics and an M.S.Ed. in Education Policy both from the University of Pennsylvania.
William T. Carter Professor of Child Development and Education
Director, National Center on Fathers and Families
Associate Director, National Center on Adult Literacy
Areas of Interest
Vivian Gadsden is the William T. Carter Professor of Child Development and Education, Director of the National Center on Fathers and Families, and Associate Director of the National Center on Adult Literacy at the Graduate School of Education. Her research interests focus on cultural and social factors affecting learning and literacy across the life-course and within families, particularly those at the greatest risk for academic and social vulnerability and her writing focuses on intergenerational learning. Her current projects include a longitudinal study on intergenerational learning within African-American and Latino families; a study of parent engagement in children’s early literacy; a study with young fathers in urban settings; a study on literacy, education, and health; a policy study on incarcerated parents and their families; and a study of children of incarcerated parents. She is participating in an NICHD-funded project (Dr. John Fantuzzo, principal investigator) on the development of an integrated Head Start curriculum.
Gadsden, Vivian L., and Ezekiel J. Dixon-Román. 2017. “’Urban’ Schooling and ‘Urban’ Families: The Role of Context and Place.” Urban Education 52(4).
Breiner, Heather, Morgan Ford, and Vivian L. Gadsden. 2016. Parenting Matters : Supporting Parents of Children Ages 0-8. Division of Behavioral and Social Sciences and Education; Board on Children, Youth, and Families; Committee on Supporting the Parents of Young Children.
Southerland, Sherry A., Vivian L. Gadsden, Carolyn D. Herrington. 2014. “Editors’ Introduction: What Should Count as Quality Education Research?” Educational Researcher 43(1).
Fantuzzo, John W. , Vivian L. Gadsden, and Paul A. McDermott. 2011. “An Integrated Curriculum to Improve Mathematics, Language, and Literacy for Head Start Children.” American Educational Research Journal 48(3).
Dean, George and Diane Weiss Professor of Education, Graduate School of Education, University of Pennsylvania
Pam Grossman joined Penn as the Dean of the Graduate School of Education in January 2015. A distinguished scholar, she came to Penn from Stanford University’s School of Education, where she was the Nomellini-Olivier Professor of Education. At Stanford she founded and led the Center to Support Excellence in Teaching and established the Hollyhock Fellowship for early career teachers in underserved schools. Before joining Stanford, she was the Boeing Professor of Teacher Education at the University of Washington. Dr. Grossman serves on the boards of some of the nation’s foremost organizations for promoting rigorous educational research and teacher excellence. She was elected to the National Academy of Education in 2009 and currently sits on the Academy’s Board of Directors. She is Vice Chair of the Spencer Foundation Board of Directors and is an incoming member of the Board of the Carnegie Foundation for the Advancement of Teaching. She also served as Member at Large and Vice President of the Division on Teaching and Teacher Education for the American Educational Research Association.
Grossman, P., Cohen, J., Ronfeldt, M., & Brown, L. (2014). The test matters: The relationship between classroom observation scores and teacher value added on multiple types of assessment. Educational Researcher, 43: 293-303
Grossman, P., Cohen, J., & Brown, L. (2014). Understanding instructional quality in English Language Arts: Variations in the relationship between PLATO and value-added by content and context. In T. Kane, K. Kerr, & R. Pianta (Eds.). Designing teacher evaluation systems: New guidance from the Measures of Effective Teaching project. John Wiley & Sons.
Grossman, P., Loeb, S., Cohen, J., & Wyckoff, J. (2013). Measure for measure: The relationship between measures of instructional practice in middle school English Language Arts and teachers’ value-added scores. American Journal of Education, 119(3), 445-470.
Hill, H. & Grossman, P. (2013). Learning from teacher evaluations: Challenges and opportunities. Harvard Education Press, 371-384.
Boyd, D, Grossman, P., Hammerness, K., Lankford, H., Loeb, S., & Ronfeldt, M. (2012). Recruiting effective math teachers: Evidence from New York City. American Educational Research Journal. 49 (4), 1008-1047.
Associate Professor of Education and Anthropology
Chair, Literacy, Culture, and International Education Division
Areas of Interest
Kathleen Hall is Associate Professor of Education and Anthropology in the Education, Culture, and Society Division and Chair of the Literacy, Culture, and International Education Division in the Graduate School of Education with a secondary appointment in the Department of Anthropology. She is a member of the graduate groups in Sociology, Folklore, Social Policy & Practice, and South Asia Studies and is affiliated with the Urban Studies and Asian American Studies programs. She received the Michael Katz Excellence in Teaching Award in the Urban Studies Program in 2001 and the Provost’s Award for Distinguished Ph.D Teaching and Mentoring in 2009. Her research and publications focus on immigration, citizenship, racial and class inequality, and national incorporation in the United Kingdom and the United States; the politics of knowledge in public sector policy and governance; risk management, human rights, and anti-terrorism law in the United Kingdom; and concepts of “global citizenship” and related efforts to “internationalize” K-16 education in the U.S. and the U.K. Before joining the GSE faculty in 1995, Hall was a postdoctoral Fellow at Chapin Hall Center for Children at the University of Chicago, where she conducted research on community-based poverty initiatives.
Stambach, Amy and Kathleen D. Hall, eds. 2017. Anthropological Perspectives on Student Futures: Youth and the Politics of Possibility. Palgrave Macmillan.
Hall, K. D. 2012. “Security and the Risk Management State: British Anti-Terrorism Policies After 7/7.” In Politics, Publics, Personhood: New Ethnographies at the Limits of Neoliberalism, edited by C. Greenhouse. Philadelphia: University of Pennsylvania Press.
Hall, K. D. 2009. British Sikh Lives Lived in Translation. Everyday Life in South Asia, 2nd Edition. Bloomington: University of Indiana Press.
McDermott, R., and K.D. Hall. 2007. “Scientifically Debased Research on Learning, 1854-2006.” Anthropology and Education Quarterly 38(11): 82-88.
Shaun R. Harper
Executive Director, Southern California Center on Race & Equity
Shaun R. Harper was Associate Professor and Director of the Center for the Study of Race and Equity in Education in the Higher Education Division of the Graduate School of Education. He now acts as Founding Executive Director for the Southern California Center on Race & Equity. His research examines race and gender in higher education, Black male college access and achievement, and college student engagement. He has published eleven books and more than eighty peer-reviewed journal articles and other academic publications. His research has been praised by the Association for the Study of Higher Education (2008 Early Career Award); the National Association of Student Personnel Administrators (2010 Outstanding Contribution to Research Award, 2012 Robert H. Shaffer Award for Faculty Excellence, and 2013 Pillar of the Profession); and the American Educational Research Association (2010 Division G Early Career Award). He is principal investigator of the New York City Black and Latino Male High School Achievement Study.
Harper, Shaun R., E.J. Smith, and C.H.F. Davis III. Forthcoming. A critical race case analysis of Black undergraduate student success at an urban university. Urban Education.
Harper, Shaun R and J. Luke Wood. 2014. Advancing Black Male Student Success from Preschool through Ph.D. Stylus Publishing.
Harper, Shaun R. 2013. Am I My Brother’s Teacher? Black Undergraduates, Peer Pedagogies, and Racial Socialization in Predominantly White Postsecondary Contexts. Review of Research in Education, 37: 183-211.
Schuh, John H., Susan R. Jones, and Shaun R. Harper. 2011. Student Services: A Handbook for the Profession (5th edition). San Francisco: Jossey-Bass.
Harper, Shaun R. 2012. Race without Racism: How Higher Education Researchers Minimize Racist Institutional Norms. The Review of Higher Education, 36(1): 9-29.
Harper, S. R., and C. H. F. Davis III. 2012. They (Don’t) Care about Education: A Counternarrative on Black Male Students’ Responses to Inequitable Schooling. Educational Foundations, 26(1), 103-120.
Doctoral Candidate, Graduate School of Education, University of Pennsylvania
Elaine Leigh is a first-year Ph.D. Student in Higher Education at Penn GSE. Her research interests include college access and success, diversity in higher education, and K-16 state and federal policies impacting educational preparation pipelines. Previously, Elaine was Director of Support Services at Steppingstone Scholars, a Philadelphia nonprofit that prepares educationally underserved students for college and career success. In this role, Elaine developed and led several key initiatives including an annual citywide college conference, two summer academic learning programs, and school-year programming involving tutoring, mentoring, career development, college readiness, and individual college counseling. As a Teach For America alumna, Elaine began her career in education teaching middle school science in the School District of Philadelphia and also served as a college counselor for ASPIRA’s TRIO Talent Search program. Additionally, Elaine stays engaged in the Philadelphia community as a board member for SEAMAAC, an immigrant and refugee social service agency, and has previously served on the boards of PhilaSoup and The Spruce Foundation. A native of Seattle, WA, Elaine holds a B.A. in Psychology from the University of Washington and M.S.Ed. in Urban Education from the University of Pennsylvania.
University Trustee Professor of Education and Social Policy
Areas of Interest
Rebecca Maynard is University Trustee Professor of Education and Social Policy in the Education Policy Division of the Graduate School of Education. She is a leading expert in the design and conduct of randomized controlled trials in the areas of education and social policy. She has conducted influential methodological research, recently published open-ware tools to support the efficient design of rigorous impact evaluations, and been a leader in the development and application of methods for conducting systematic reviews of evidence on program effectiveness. She is a Fellow of the American Education Research Association; Past President of the Association for Public Policy Analysis and Management; recipient of the Peter H. Rossi Award for Contributions to the Theory and Practice of Program Evaluation (2009); co-recipient of the Society of Prevention Research Public Service Award (2008); and recipient of the Best Book Award, Society for Research on Adolescents (1998). Her current research projects range from an international comparative study of strategies for preparing secondary school math and science teachers to studies of innovative strategies for preparing low-skilled young adults for the workforce both in the United States and in developing countries. She recently returned to Penn following a two-year leave to serve as Commissioner of the National Center for Education Evaluation and Regional Assistance at the Institute of Education Sciences.
Maynard, Rebecca, Naomi Goldstein, and Demetra Smith Nightingale. 2016. “Program and Policy Evaluations in Practice: Highlights from the Federal Perspective.” New Directions for Evaluation Winter (152): 109-135.
Granger, Robert C. and Rebecca Maynard. 2015. “Unlocking the Potential of the ‘What Works’ Approach to Policymaking and Practice.” American Journal of Evaluation 36(4): 558- 569.
Maynard, Rebecca, and Larry Orr. 2015. “Social Experiments.” In International Encyclopedia of the Social and Behavioral Sciences. Amsterdam: Elsevier.
Hoffman, S., and R. Maynard, eds. 2008. Kids Having Kids: Economic Costs and Social Consequences of Teen Pregnancy, 2nd Edition. Washington, DC: Urban Institute Press.
Doctoral Student, Graduate School of Education, University of Pennsylvania
Julie McWilliams is a 4th year PhD candidate at UPenn’s Graduate School of Education pursuing a joint-degree in education and cultural anthropology. Her research lies at the intersection of urban education reform, race, and immigration. She is currently writing a dissertation about the impact of the school closure policy on the social and organizational dynamics of a neighborhood high school slated for closure in Philadelphia. Alongside her dissertation, she is also studying the effects of education reform in Philadelphia on the academic transitions of recently resettled refugee populations. Prior to graduate school she received a BA in political economy from Princeton University and then spent several years teaching Lao youth in a small Australian college in Vientiane, Laos.
McWilliams, J. and Bonet, S. (2015) Continuums of Precarity: Refugee Youth in American High Schools. International Journal of Lifelong Education. (in press)
McWilliams, J. and Bonet, S. (2015) Refugees in the City: The Neighborhood Effects of Institutional Presence and Flexibility. Journal of Immigrant and Refugee Studies. (in press)
McWilliams, J. (2015) Teaching amidst Precarity: Philadelphia Educators, Neighborhood Schools, and the Public Education Crisis. Workplace: Journal for Academic Labor. (in press)
McWilliams, J. (2014) Educated for Change? Muslim Refugee Women in the West. Anthropology and Education Quarterly. Vol. 45
James S. Riepe Professor
Founding Executive Director, Penn AHEAD
Chair, Higher Education Division
Laura Perna is James S. Riepe Professor and Chair of Higher Education Division in the Graduate School of Education and Founding Executive Director of the Alliance for Higher Education and Democracy (Penn AHEAD). She is also serving as past chair of the Faculty Senate at the University of Pennsylvania, chair of the Higher Education Division of the Graduate School of Education, faculty fellow of the Institute for Urban Research, faculty affiliate of the Penn Wharton Public Policy Initiative, and member of the advisory board for the Netter Center for Community Partnerships. She holds bachelor’s degrees in economics and psychology from the University of Pennsylvania, and earned her master’s in public policy and Ph.D. in education from the University of Michigan. She has held leadership positions in the primary national associations in the field of higher education administration. Dr. Perna served as President of the Association for the Study of Higher Education (ASHE) from 2014 to 2015 and Vice President of the American Educational Research Association’s Division J (Postsecondary Education) from 2010 to 2013 and now is a member of the AERA Grants Governing Board. Her research examines the ways that social structures, educational practices, and public policies promote and limit college access and success, particularly for individuals from lower-income families and racial/ethnic minority groups.
Perna, L.W., ed., 2018. Taking it to the streets: The role of scholarship in advocacy and advocacy in scholarship. Baltimore, MD: Johns Hopkins University Press.
Perna, L.W., and N. Hillman, eds. 2017. Understanding student debt: Who borrows, the consequences of borrowing, and the implications for federal policy. The ANNALS of the American Academy of Political and Social Science 671.
Cahalan, M., L.W. Perna, M. Yamashita, R. Ruiz, and K. Franklin. 2017. Indicators of higher education equity in the United States: An historic trend report. Washington, DC: The Pell Institute of the Council for Opportunity in Education and the Alliance for Higher Education and Democracy.
Perna, L.W. and R. Ruiz. 2016. “Technology: The solution to higher education’s pressing problems?” In American Higher Education in the Twenty-First Century, edited by P. Altbach, P. Gumport, and M. Bastedo.. Baltimore, MD: Johns Hopkins University Press.
Perna, L.W. 2016. “Throwing down the gauntlet: Ten ways to ensure the future of our research.” Review of Higher Education: 319-338.
Perna, Laura. 2012. Preparing Today’s Students for Tomorrow’s Jobs in Metropolitan America: The Policy, Practice, and Research Issues. Philadelphia, PA: University of Pennsylvania Press.
Professor of Education
Areas of Interest
John Puckett is Professor of Education in the Literacy, Culture, and International Education Division of the Graduate School of Education. His background includes six years of teaching and administrative work in public and private secondary schools in North Carolina, Georgia, and Florida. Before coming to Penn in 1987, Puckett was Director of Research and Development for REAL Enterprises, a non-profit organization that helped catalyze school-based economic development projects nationwide. He served as Associate Dean of the Graduate School of Education from 1998 to 2004 and again in 2006 to 2007. He currently chairs the School’s Policy, Measurement, and Evaluation Division. Since coming to Penn, he has been actively involved in building University partnerships with West Philadelphia schools; from 1987 to 1991, he worked with Ira Harkavy to develop the University of Pennsylvania’s Center for Community Partnerships, now called the Netter Center. In conjunction with the Netter Center and the School of Arts and Sciences’ Urban Studies Program, he teaches academically based community service seminars that focus on school- and neighborhood-improvement projects in West Philadelphia.
John L. Puckett and Mark Frazier Lloyd. 2015. Becoming Penn: The Pragmatic American University, 1950-2000. Philadelphia, PA: University of Pennsylvania Press.
Puckett, J. L. and M.F. Lloyd. 2013. “Penn’s great expansion: Postwar urban renewal and the alliance between private universities and the public sector.” Pennsylvania Magazine of History and Biography 137(4): 381–430.
Puckett, J. L., L. Benson, and I. Harkavy. 2007. Dewey’s Dream: Universities and Democracies in an Age of Education Reform. Philadelphia: Temple University Press.
Puckett, J. L. and M. C. Johanek. 2007. Leonard Covello and the Making of Benjamin Franklin High School: Education as if Citizenship Mattered. Philadelphia: Temple University Press.
Puckett, J. L. 1989. Foxfire Reconsidered: A Twenty-Year Experiment in Progressive Education. Urbana: University of Illinois Press.
Post-doctoral Fellow and Associate Director, Operation Public Education, The University of Pennsylvania
Claire Robertson-Kraft earned her Ph.D. in education policy and is currently a post-doctoral fellow and the Associate Director of Operation Public Education at The University of Pennsylvania. She is the co-editor of A Grand Bargain for Education Reform: New Rewards and Supports for New Accountability (Harvard Education Press, 2009), which provides a comprehensive framework for evaluating, compensating, and developing teachers. Her research focuses on how these policies influence teachers’ motivation, effectiveness, and retention.
After graduating from undergrad at Penn in 2004, Claire worked with Teach For America in Houston, first as a third grade teacher and then as a program director supporting elementary and special education teachers. It was during her time as a classroom teacher that she built the passion she has today for working in urban education. Claire is also very active in the civic community. She is the Co-Founder and current President of PhillyCORE Leaders and serves on the boards of Youth Build Philadelphia, Leadership Philadelphia and WHYY. In 2011, she was selected as one of the New Faces of Philly by Philadelphia Magazine, and in 2013, she received the Forum Award for Emerging Executive Women.
Robertson-Kraft, C. (2014). Teachers’ motivational responses to new evaluation policies. Paper presented at the 2014 Annual Meeting of the American Educational Research Association, Philadelphia, Pennsylvania.
Robertson-Kraft, C., & Duckworth, A. L. (2014). True grit: Trait-level perseverance and passion for long-term goals predicts effectiveness and retention among novice teachers. Teachers College Record.
Cucchiara, M., Rooney, E., & Robertson-Kraft, C. (2013). I’ve never seen people work so hard! Teachers’ working conditions in the early stages of school turnaround. Urban Education Journal.
Robertson-Kraft, C. (2013). Professional unionism: Redefining the role. In M. B. Katz, & M. Rose (Eds.), Public education under siege. Philadelphia, PA: University of Pennsylvania Press.
Hershberg, T., & Robertson-Kraft, C. (Eds.). (2009). A grand bargain for education reform: New rewards and supports for new accountability. Cambridge, MA: Harvard Education Press.