Graduate School of Education

At the University of Pennsylvania Graduate School of Education, we are here for change. We’re here because we believe in the power of education to build communities, bridge barriers, improve lives, and heal society. Here, we convene an ambitious and diverse community of leaders and pioneers, connecting them to one another and to a world that will benefit from their work. We equip them with immersive, real-world-based learning and research opportunities that bring them results. And we mobilize them to fulfill the promise of education in the classrooms, boardrooms, governments, and learning settings where true innovation and real transformation become possible. We offer vibrant array of high-quality master’s and doctoral degree programs.

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Now showing 1 - 10 of 740
  • Publication
    Voicing on the News: An Analytic Technique for Studying Media Bias
    (1996-10-01) Wortham, Stanton; Locher, Michael
    Speakers often evaluate others, implicitly, while apparently speaking in a neutral way about them. This article develops an account of the textual devices speakers use to communicate such implicit messages. The account draws on Bakhtin's (1981[1935]) concepts of 'voice' and 'ventriloquation.' It systematizes these concepts, by proposing five specific textual devices that speakers use to convey implicit evaluations. This account is then applied to samples of discourse from network news political coverage, specifically coverage of the 1992 US presidential election. The five devices occur robustly in this discourse. Three networks' coverage of one campaign event is analyzed in detail to illustrate how newscasters orchestrate their implicit evaluations through skillful use of the five devices.
  • Publication
    Module 8: Islamophobia and the Oval Office (2008)
    (University of Pennsylvania, 2021-09-01) Subramanian, Mathangi
  • Publication
    Infrastructure Redesign and Instructional Reform in Mathematics: Formal Structure and Teacher Leadership
    (2013-12-01) Hopkins, Megan; Spillane, James P; Jakopovic, Paula; Heaton, Ruth M
    Designing infrastructures to support instruction remains a challenge in educational reform. This article reports on a study of one school system's efforts to redesign its infrastructure for mathematics instruction by promoting teacher leadership. Using social network and interview data from 12 elementary schools, we explore how the district's infrastructure redesign efforts were internally coherent with and built upon existing infrastructure components. We then explore relations between infrastructure and school practice as captured in the instructional advice- and information-seeking interactions among school staff, finding that teacher leaders emerged as central actors and brokers of advice and information about mathematics within and between schools. Further, changes in school advice and information networks were associated with shifts in teachers' beliefs about and practices in mathematics toward inquiry-oriented approaches consistent with district curriculum. We argue that the district's redesign efforts to support teacher leadership coupled district curriculum and school and classroom practice in mathematics.
  • Publication
    Clearing Away the Self
    (2002-10-01) Michel, A. Alexandra; Wortham, Stanton
    One of constructionism's chief pragmatic goals is to facilitate relationships that have transformative potential. According to Kenneth Gergen, one important theoretical tool towards that end is relational theory, the construing of human behavior in terms of dialogic processes. We trace the meaning of 'dialogic' and 'transformative' through different constructionist traditions and argue that these terms are used in a relatively narrow sense, as compared to an alternative approach we are suggesting. Moreover, we propose that the usual narrow construal of these concepts has the unintended consequence of undermining the central constructionist goal of facilitating transformative relationships. We present an empirical example that illustrates (1) how people's conception of their self as a collection of social scripts draws their attention to and reinforces the accretion of scripts; (2) how this accretion can get in the way of transformation; and (3) how a broader conception of a 'dialogic' self can open up more direct, transformative relational possibilities.
  • Publication
    The Wrong Solution to the Teacher Shortage
    (2003-05-01) Ingersoll, Richard; Smith, Thomas M
    In recent years, researchers and policymakers have told us again and again that severe teacher shortages confront schools. They point to a dramatic increase in the demand for new teachers resulting from two converging demographic trends: increasing student enrollments and increasing numbers of teachers reaching retirement age. Shortfalls of teachers, they say, are forcing many school systems to lower their standards for teacher quality (National Commission on Teaching and America's Future, 1997).
  • Publication
    Education at the Crossroads: Bilingualism In Elementary Classrooms in Nigeria
    (1988-10-01) Dada, Ayorinde; Ogunyemi, Olubunmi
  • Publication
    Bilingual Colombia Program: Curriculum as Product, Only?
    (2016-10-01) Miranda, Norbella
    Bilingual Colombia Program (BCP), the current educational language policy, aims to develop English language proficiency at an independent user level, equivalent to B1 in the Common European Framework. Previous studies of the BCP have revealed a limited conceptualization of bilingualism, unfavorable school conditions for its implementation and school practices not contributing to its main goals. The ideological view of curriculum embodied in policy documents of the BCP has not been analyzed yet. Based on Shirley Grundy’s (1987) heuristics for understanding curriculum theory and practice and supported by research in the field of language policy, the paper unveils the product-oriented view of curriculum present in the BCP. It also explains why it is possible to encounter differing appropriations of this educational language policy, despite the type of curriculum promoted by the policy texts.
  • Publication
    Reflections on the Field: Scientifically Debased Research on Learning, 1854–2006
    (2007-03-01) McDermott, Ray; Hall, Kathleen D
    By its emphasis on arbitrary standards and misleading systems of accountability, the No Child Left Behind Act has had deleterious effects on classroom practice, teacher education, and even educational research. The new constraints on educational research, driven by a logic of randomized field tests, are part of a larger and more invidious international managerialism that subordinates individual biographies to state-based bureaucratic control.