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EPS Accolades Archives

  • EPS reached its Fighting Hunger Campaign!  There is still time to give

  • Congratulations!! The Schooled SocietyThe Educational Transformation of Global Culture by David P. Baker, professor of sociology, education (educational theory and policy) and demography received the Sejong Academic Book Award for 2019 from the South Korean Ministry of Culture, Sports and Tourism.  The award also recognizes the excellence of the translation of the book into Korean by Soo-yong Byun, PSU associate professor of education (educational theory and policy) and demography, along with three alumni of the Department of Education Policy Studies, PSU, Deok-ho Jang (Sangmyung University, South Korea), Hyerim Kim (Ministry of Education, South Korea), and Haram Jeon (Chonnam National University, South Korea). The Sejong Academic Book Award recognizes books that have high value as academic texts and promote reading culture in South Korea. This year, 895 books were nominated for the Sejong Academic Book Award, and only 130 books (15%) were awarded. Sponsored by the Publication Industry Promotion Agency of, the Award carries an award of eight million won (approximately $6,700) to pay for distributing copies to public libraries across the nation.  David Baker’s (with Gerald LeTendre) book National Differences, Global Similarities World Culture and the Future of Schooling (2010 Stanford University Press) also won the Sejong Academic Book Award for 2016.

  • Hot off the press! A new book chapter by Dr. Alicia Dowd and Dr. Royel Johnson Why Publish a Systematic Review: An Editor’s and Reader’s Perspective.

    Systematic reviews provide more than just a summary of the research literature related to a particular topic or question--rather they offer clear and compelling answers to questions related to the ”who,” "why," and "when" of studies. In this chapter, the authors draw on their experiences with systematic reviews—one as an editor of a highly regarded educational research journal, the other as a researcher and review author—to trace the growing popularity of systematic reviews in education literature and to pose a series of challenges to aspiring review authors to motivate and enliven their work.

  • Great things happened at UCEA19, including a keynote address by EPS Faculty, Dr. Deb Schussler—Check out #UCEA19 on Twitter to read more about the conference and see pictures.

  • Will you help? ( EPS Department is having an online food drive – simply click to participate and add your donation today!

  • Cheers!!  Dr. Katerina Bodovski and Ruxandra Apostolescu (Ph.D. student, EDTHP) on their recent publication: “The Pull and Push Forces in the Internationalization of Education in Russia;”  chapter 5 in The Machinery of School Internationalization in Action: Beyond the Established Boundaries

  • It’s ASHE this week! Congratulations to all EPS members participating and presenting. Give us a shout out on Twitter with #EPSImpact

  • Applause all around!! Dr. Karly Ford, Leandre Cate (Ph.D. student, HIED) and co-author recently published Digital formations of racial understandings: how university websites are contributing to the ‘Two or More Races’ conversation

    Since the time race has been an applied concept in the United States there have been those who identify with two or more racial categories. However, the 2000 Census was the first time individuals could ‘officially’ identify belonging to more than one racial category. Governmentally regulated racial naming of individuals has long been a contested issue. This tradition continues as higher education institutions have been federally mandated since 2010 to report data on individuals who self-select two or more races. In choosing how to represent these data, institutions contribute to racial projects that develop and mold understandings of the nature and meaning of ‘multiracial.’ 

  • Bravo!! Dr. David Gamson and Dr. Erica Frankenberg received a Faculty Research Initiation Grant from the College of Education for their project “Analyzing Equity Needs and Practices in Pennsylvania School Districts”

    Educational inequities comprise a significant challenge for educators today, especially those working with minoritized student populations. We propose an exploratory study of Pennsylvania school districts that will collect data on district equity needs, policies, and practices through interviews and site visits. We will interview school district equity coordinators, board members, administrators, and community members. RIG funding will allow us construct a partnership with executive staff of the Pennsylvania School Boards Association (PSBA) and, thereafter, with a set of approximately seven Pennsylvania school districts.

  • Congratulations! Dr. Royel Johnson recently published "The state of research on undergraduate youth formerly in foster care: A systematic review of the literature."

    Youth formerly in foster care (YFFC) are one of the most underserved student populations in higher education, yet they remain on the peripheries of national student success discourse. As momentum for improving postsecondary education completion for underserved students grows nationally, the time seems ripe to take stock of what we know (and do not know) about the condition of undergraduate YFFC, so as to raise the specter about their experiences. Call to action education policymakers and practitioners, and chart new directions for educational research. Thus, the purpose of this systematic review was to provide a synthesis and critical review of research on undergraduate YFFC, drawing on Rendón’s (2006) Student Success Model as conceptual and analytical framework. This article concludes with a critical assessment of the state of research and offers recommendations to guide future research drawing on findings from the 46 studies included in this review. (PsycINFO Database Record (c) 2019 APA, all rights reserved)

  • Dr. Dave Guthrie recently returned from a meeting held out the South African Embassy for the participants of the Higher Education Network project funded by South Africa’s Department of Higher Education and Training.  Penn State’s higher education program is honored to be partnered with three South African universities—the University of Zululand, Durban University of Technology, and Rhodes University—in this grant program.

  • Hot off the press!!!  Co-edited book by EPS alumna Dr. Emily Crawford is pleased to announce the recent publication of Educational Leadership of Immigrants: Case Studies in the Times of Change  that includes chapters written by other EPS alumni: Stephen Kotok, Catherine Biddle, and Kristina Brezicha -- Congratulations to all!

  • Congratulations to Dr. Erica Frankenberg and co-authors! Their work is cited in School Secession Movement Drives Re-segregation.

  • Way to go!!  The study by Dr. Paul Morgan and co-authors has been downloaded over 5,000 times!  Replicated Evidence of Racial and Ethnic Disparities in Disability Identification in U.S. Schools

  • The Center for the Study of Higher Education and the Center for Education and Civil Rights were proud to host Dr. Julie J. Park from the University of Maryland as the keynote for “Race-Conscious Admissions and the Future of ‘Diversity’ on Campus.” Dr. LaWanda Ward served as the moderator for panelists Professor Victor Romero and Rafael Alvarado (J.D./Ph.D. student, HIED).

  • The Center for the Study of Higher Education (CSHE) and the Center for Education and Civil Rights (CECR) will be co-sponsoring Derrick Alridge—tomorrow, Foster Auditorium, 10-11:30 a.m.

    Alridge will discuss his “Teachers in the Movement” project, which includes oral history interviews with elementary, secondary and university teachers and educators about their participation in and efforts during the Civil Rights Movement. His aim is to learn and help others understand how their pedagogy, curricula and community work were instrumental forms of activism that influenced the movement. He also will explain the contemporary applications of the lessons learned through these oral histories.

  • Congratulations! Dr. Royel Johnson co-authored a new study Preparing Youth in Foster Care for College Through an Early Outreach Program.

    Foster youth are among some of the nation’s most underserved students in higher education. Of the more than 430,000 youth in the foster care system, only about 50% will graduate from high school and as little as 3% will ever earn a bachelor’s degree (Pecora, 2012; Wolanin, 2005). These trends are even more troubling when you consider that over 70% of all foster youth aspire to attend college (Kirk & Day, 2011; Tzawa-Hayden, 2004). A burgeoning line of research on foster youth offers insights about the complex web of personal and educational challenges that significantly limit their college-going rates. … With so few options and so many challenges, interventions are needed that address such gaps, providing foster youth with the resources and supports necessary for successfully navigating college-going decisions and the path from foster care to college.

  • New Report by CECR! Co-authored by Dr. Erica Frankenberg, this “is the first [study] to systemically explore whether, and to what extent, new school district boundaries segregate students and residents in those counties in the South where school district secessions have taken place.“  Study: School District Secessions in the South Have Deepened Racial Segregation between School Systems 

  • Four EPS students [Mayli Loayza (Ph.D. student, EDTHP), Rhoda Nafziger (Ph.D. student, EDTHP), Trang Pham (Ph.D. student, EDLDR), Branden Elmore (Ph.D. student, HIED)] have been awarded Dissertation Research Initiation Grants  -- Congratulations!!

  • She ACED it! Sri Rao (Ph.D. student, HIED) is the 2019 Intramural Women’s Singles Tennis Champion!

  • Congratulations to Dr. Emily Hodge (EPS grad 2015) and her co-authors Susanna Benko and Serena Salloum on their publication in Teachers College RecordTracing States’ Messages about Common Core Instruction: An Analysis of English/Language Arts and Close Reading Resources

    We used qualitative coding and social network analysis to examine the content of resources from ten influential organizations providing Common Core resources for secondary English/language arts teachers. We found that resources emphasized standards focused on reading closely and academic vocabulary. Resources focused most heavily on the topics of reading informational text, complex text and academic language, and reading literature; topics that were less represented included special student populations, curricular design, and narrative writing. This study also finds that the resources’ positions on how teachers should enact close reading diverged around the extent to which historical or background knowledge ought to be allowed to inform students’ reading. This work adds to a small but growing body of research applying social network analysis to visualize the relationships between organizations and ideas. We recommend that teachers, as well as state and district leaders, who are searching for helpful resources turn to literacy organizations like the National Council of Teachers of English and the International Literacy Association as organizations that are concerned with the profession as a whole rather than with one particular standards policy and may therefore present a broader and more integrated view of ELA instruction.

  • Welcome to EPS!  Dr. Peggy Schooling will serve as the executive director of Pennsylvania School Study Council and as a Professor of Practice in Education. Previously, Dr. Schooling was at Immaculata University.

  • Congratulations to co-authors Dr. Paul Morgan, Dr. Adrienne Woods, and Zoe Mandel (Ph.D. student, EDLDR) on their publication: Are U.S. Schools Discriminating When Suspending Students With Disabilities? A Best-Evidence Synthesis.  Dr. Morgan will present findings to the U.S. Commission on Civil Right's Pennsylvania Advisory Committee in November.

    We examined whether U.S. schools systemically discriminate when suspending or otherwise disciplining students with disabilities (SWD). Eighteen studies met inclusion criteria. We coded 147 available risk estimates from these 18 studies. Of four studies including individual-level controls for infraction reasons, over half of the available estimates (i.e., 14 of 24, or 58%) failed to indicate that SWD were more likely to be suspended than otherwise similar students without disabilities. Of the seven available estimates adjusted for the strong confound of individual-level behavior, most (i.e., five of seven, or 71%) failed to indicate that SWD were more likely to be suspended. The other two estimates indicating SWD were more likely to be suspended were from one study. We also examined whether SWD were less likely to be suspended than otherwise similar students without disabilities. There was no strong evidence of this. Empirical evidence regarding whether U.S. schools discriminate when disciplining SWD is currently inconclusive.

  • The Center for the Study of Higher Education (CSHE) celebrated its 50th anniversary last week. Check their Twitter handle (@PennState_CSHE) for pictures and to learn more. Congratulations!!

  • Dr. Deb Schussler and Sebrina Doyle (Ph.D. student, EDLDR) and co-authors have a new article: The relationship between adopting mindfulness practice and reperceiving: A qualitative investigation of the CARE for Teachers program.
    The study explored the relationship between mindfulness practice and awareness, emotion regulation, and compassion for teachers who participated in the CARE (Cultivating Awareness and Resilience in Education) for Teachers Program. We found that there was no difference between teachers in the amount of perceived stress they experienced in their jobs, but those who adopted mindfulness practices had more facility to let go of their stressors and greater affirmation of the importance of self-care and use of strategies to promote it. We concluded that adoption and use of mindfulness practices may impact teachers’ awareness of their negative emotions and their ability to practice emotional self-regulation.
  • Junghee Choi (Ph.D. student, HIED) and co-authors just published How does learner-centered education affect teacher self-efficacy? The case of project-based learning in Korea

    Using data gathered from a project-based learning (PBL) intervention program, this study uses quasi-experimental methods to assess how PBL is associated with teacher self-efficacy. Generally, teacher self-efficacy has only been assumed to be a determinant of instructional practice, but we find that teacher self-efficacy can be positively affected by increased use of PBL. Among sub-scales of teacher self-efficacy, PBL is positively associated with student engagement and instruction. Analysis using student data indicate that positive responses by students to the instructional practice may mediate the association between PBL and teacher self-efficacy.

  • Anke Li (Ph.D. student, EDTHP) and Chi Nguyen (Ph.D. student, EDLR) and co-author recently published Because of the Christian Fellowship, I Decided to Stay”: How Participating in a Christian Community Shapes the Social Experiences of Chinese International Students"

    This ethnographic study examines how participation in a Christian church community shapes Chinese international undergraduate students’ social experiences in an American university. Our findings reveal that Chinese international undergraduate students identify the church and its fellowship as (1) a social support community and (2) an informal learning community, one which fills in the gap in counseling services and interpersonal activities that the university fails to offer. Recommendations are made for higher education institutions to provide stronger support for international students, regardless of their nationalities and religions.

  • Congratulations! Branden Elmore (Ph.D. student, HIED) will serve as a member of the Graduate Court at Homecoming this year.  Parade is scheduled for October 4 at 6:00 p.m.

  • Dr. Gerald (Gerry) LeTendre and co-presenters of  “The Professional lives of Teachers in Contemporary Japan” at the World Education Research Association conference in Tokyo, Japan, 2019.

  • Asian Students in Alliance Has Its First Meeting—Congratulations on the successful start, Lee Juarez and Sri Rao (Ph.D. students, HIED).  On Monday, Sept. 9, Asian Students in Alliance (ASIA) set their first discussions in motion during their first meeting of the semester. ASIA is a biweekly discussion group that helps bring international undergraduate students together in a safe, respectful setting.

  • Congratulations! Karen Babbs Hollet, (Ph.D. student, EDLDR) and Dr. Erica Frankenberg received the Research Scholar Award from the Pennsylvania Department of Education (PDE) for their project “Measuring Equity in Access to High-Quality Early Childhood Education.”

Abstract: High-quality early childhood education and care (ECEC) leads to positive social and academic outcomes for children, especially for children of color and those living in poverty. However, studies in other states have found that these groups of children are more likely to attend low-quality ECEC programs when compared to their more affluent and white peers, especially if they live in rural areas. This study examines disparities in access to high-quality ECEC by race, socioeconomic status, and geographic area in Pennsylvania. By analyzing community characteristics and child-level demographic characteristics, we provide detailed quantitative evidence of the degree to which high-quality ECEC services are equitably distributed across our state. This study will give the PDE a clearer understanding of who is being served by its programs, and will enable the Department to make more informed and equitable decisions about how to prioritize and allocate funding, technical assistance, and other resources.

  • Congratulations to Dr. David Baker! Newly appointed as a guest professor of educational science at the University of Luxembourg.

  • Exciting news! Dr. Ericka Weathers received an award from the PDE!  She will serve as the PI and along with Dr. Kenneth Shore from Human Development and Family Studies (HDFS), to study the effects of school resource officers and school police officers on a broad range of student outcomes and whether these effects vary by student subgroup (e.g. race/ethnicity).

  • Dr. Soo-yong Byun was invited to be an associate editor for the AERJ.  Congratulations!

  • The work by Dr. Paul Morgan about the disparities in disability identification and discipline are cited in new federal report by the U.S. Commission on Civil Rights and quoted in the U.S. News & World Report.

  • The work by EPS Faculty member, Dr. Erica Frankenberg, is garnishing a lot of attention after the 2020 Presidential debate. The LA Times, Washington Post, the Philadelphia Inquirer, and the Atlantic, have quoted Dr. Frankenberg in their articles. You can hear her interview with NPR on 1A here.

  • Congratulations to Miquel J. Escala on his recognition of Emeritus Faculty at El Instituto Tecnológico de Santo Domingo (INTEC). Dr. Escala is the first to receive this recognition from INTEC. Dr. Escala has shared his thoughts and ideas during his speech “Confession of an Emeritus Faculty”.

  • A project to dramatically bolster the number of doctoral degrees awarded in South Africa is in full swing, and academic leaders from three of that country's universities are working with Penn State higher education faculty members to ensure its success. The program is known as Phakamisa, a Zulu word meaning to grow or lift up. Read more: Partnership between College of Education and South Africa Flourishes.

  • Professor Emeritus Roger Geiger recently published a new book American Higher Education since WWII: A History
    “A masterful history of the postwar transformation of American higher education”

    American higher education is nearly four centuries old. But in the decades after World War II, as government and social support surged and enrollments exploded, the role of colleges and universities in American society changed dramatically. Roger Geiger provides the most complete and in-depth history of this remarkable transformation, taking readers from the GI Bill and the postwar expansion of higher education to the social upheaval of the 1960s and 1970s, desegregation and coeducation, and the challenges confronting American colleges today. Read more

  • Kevin Kinser is quote in an article about the role presidential hopeful played in closing a large for-profit college.

  • May 2019 marks the 65th anniversary of the landmark Brown v. Board of Education decision. To commemorate this milestone, the Center for Education and Civil Rights (CECR) and the Africana Research Center (ARC) hosted a national symposium of education, law, and policy scholars and practitioners at the Pennsylvania State University. Speakers discussed Brown’s promise of racial integration amidst major contemporary threats to civil rights in education. We explored these issues in panels on: policies and practices perpetuating racial inequality; the role of the state today; and growing critically conscious teachers.

  • Dr. Frankenberg participated in a podcast with Keystone Education Radio entitled “Voluntary Integration in the Age of Trump” and her work was used in a Congressional hearing related to Brown v. Board of Education. In addition, the work conducted by the CECR and the UCLA Civil Rights Project is mentioned in 65 years after Brown v. Board of Education, we risk going backward.

  • Dr. Ed Fuller was quoted about supporting teachers in a story related to teacher turnover in The Inquirer.

  • Congratulations to Zoe Mandel (Ph.D. student in EDLDR) on receiving the Herbert J. Bailey Endowed Graduate Fellowship!

  • Congratulations to Dr. Maithreyi Gopalan (EPS Faculty) and co-author on recently publishing Understanding the Racial Gap in Schools.
  • Congratulations to Dr. Kevin Kinser and Sarah Zipf (Ph.D. student, HIED) on their recent book chapter Assessing a Moving Target: Research in on For-Profit Higher Education in the United States in Higher Education: Handbook of Theory and Research.
  • Congratulations Class of 2019 EPP students on your achievement!  Wishing you all the best of luck!
  • A small group of higher education students joined Dr. Dave Guthrie for a consulting project related to an internal campus climate survey conducted in 2017 at Messiah College. The team conducted 28 focus groups and an analogous online survey, and is currently analyzing the data in preparation for a presentation to college leadership in mid-May.
    • Jon Atland, 2nd year M.Ed. student
    • Shawna Dory, 2nd year Ph.D. student
    • Sarah Kern, 3rd year Ph.D. student
    • Chris Kirk, 1st year Ph.D. student
    • Ali Watts, 2nd year Ph.D. student
    • Sarah Zipf, 3rd year Ph.D. student
  • The Comparative & International Education Society (CIES) conference begins next week in San Francisco. The draft program is now available. Dr. David Post is the President-Elect and Program chair. Safe travels to all!
  • Congratulations to Zoe Mendel on her 2nd place in the 2019 Graduate Exhibition!
  • Congratulations, Maryellen “Mimi” Schaub on receiving the Outstanding Teaching Award! A reception is planned for April 11 to celebrate her and the other 2019 faculty, staff, and student awards.
  • Dr. Kevin Kinser participated in the 15th Biennial Conference of the International Network for Quality Assurance Agencies in Higher Education in Sri Lanka.
  • Way to go! Catherine Okafor (M.Ed., HIED) and Dr. Allie Goldstein presented at the State of State Conference, March 31.
  • Congratulations to Rabiyatu Jalloh on receiving the prestigious Stand Up Award through the Rock Ethics Center.  She is a senior in Educational & Public Policy.
  • Congratulations to Brian Patchcoski on receiving the Alumni Achievement Award! Brian earned his master’s degree in college student affairs/higher education in 2010.
  • Congratulations to Dr. David Baker on his recent publicationWhy the Spread of Public Education is Unlikely to Yield a Secular World.”
  • Way to go Ali Watts (2nd year Ph.D. student in HIED) on your up-coming Division J Graduate Student Representative role with AERA!
  • On March 29, Erica Frankenberg will be the keynote speaker at the University of Alabama Law School’s Brown symposium. Congratulations, Erica!
  • The Center for the Study of Higher Education (CSHE) hosted scholars from India  for Leadership for Academicians Program (LEAP) with Smeal Executive Programs last week. The visiting scholars from India enjoyed tailored presentations by CSHE faculty members and tours of campus. Read more about the program here.