A multidisciplinary group of education scholars, a dash of skepticism, and a whole lot of curiosity are powering Penn GSE’s newest space for imagining smarter, more human-centered uses of AI.
6abc Action News spotlighted The Academy at Penn, noting that the program's first cohort has achieved 100% placement at a meaningful hands-on learning site.
Penn GSE and the School District of Philadelphia are co-creating solutions—in areas from algebra to AI—by listening first, aligning priorities, and turning research into real-time change across an urban school system.
To celebrate Pride Month, we spoke to Associate Professor Ed Brockenbrough on how teachers can move beyond just harm reduction to support their LGBTQ+ students through classroom practices, making them feel seen, represented, and included.
Penn GSE has been awarded a $720,000 grant by the William Penn Foundation to pilot a groundbreaking teacher-learning initiative designed to strengthen early grade instruction, improve teacher retention, and expand pathways for aspiring educators across Philadelphia.
A new report from Penn GSE researchers explores one of the most pressing tensions in education policy today: how to ensure rigorous preparation for teachers while expanding access to the profession.
A teach-in, organized by a coalition of Penn departments and centers , brought students, scholars, and community members together to examine how the events of September 11 continue to shape policy, identity, education, and public life 25 years later.
Starting this fall, the recent Urban Teaching Apprenticeship Program graduate will be teaching ninth- and tenth-grade English at West Philadelphia High School.
After earning her Teaching, Learning, and Teacher Education Ph.D. at Penn GSE this spring, she will become an assistant professor in the Elementary Education program at Towson University in the fall.
In a world increasingly dominated by AI, students must be equipped to critically evaluate its output. Yasmin Kafai shares how to implement algorithm audits not just in computer science classrooms, but across subjects dealing with information literacy.
Lauren Overton, GED'16, GRD'24, is among this year’s Lindback Distinguished Principals, while four Penn GSE alums and three partner-school educators receive the Lindback Distinguished Teaching Awards.
The William T. Carter Professor Emerita of Child Development and Education’s recent retirement was commemorated with a daylong symposium on “Imagining and Securing the Futures of Children and Families.”
Sade Bonilla's recent research study on the relation between student background and academic performance is the center point of this Philadelphia Tribune article.
Honors from AERA, Penn AI, Penn Alumni, and national organizations highlight faculty and staff contributions across education research, artificial intelligence, and public engagement.
Caroline Ebby and Janine Remillard are helping to lead a bold new fellowship to empower Algebra 1 teachers in the School District of Philadelphia—merging deep content knowledge, responsive pedagogy, and a shared passion for making math meaningful.
This course encourages students to discover and revisit a wide range of children’s literature across genres and to consider their implications for classroom literacy instruction.
During the month-long initiative focused on human-centered AI, Penn GSE will host several events, including a faculty panel on responsible AI use, a two-day symposium on AI in education, and a mindfulness forum.
At We Love Philly, the alum runs a cybersecurity pre-apprenticeship program, offering students technical skills, jobs training, and a nontraditional path to high school graduation
In a collaboration between Technical.ly and the Bucks County Beacon, Michael Golden comments on the benefits AI can have for classrooms and mentions Penn GSE's PASS program.
Through virtual reality, online professional development, and hands-on curriculum design, Learning Sciences and Technologies alumni are partnering with the Center for Engineering MechanoBiology and the School District of Philadelphia to bring interdisciplinary STEM to life.
In this co-taught class, Abby Reisman and Sigal Ben-Porath encourage students to consider their roles and identities as participants and facilitators of discussion as they grapple with the role of classroom discourse in K–12 and higher education settings.
In Chalkbeat, Penn GSE graduate Nimet Eren, now principal of Kensington Health Sciences Academy, is featured for leading a school initiative that helps students identify AI-generated misinformation and critically evaluate online content through a new media literacy curriculum.
In a Substack essay examining the decline of reading instruction in American schools, Richard Ingersoll’s research is referenced in a discussion of broader shifts in teaching practices and the challenges schools face in sustaining strong literacy instruction.
Bad Bunny’s recent Grammy wins and Super Bowl performance may have thrust multilingualism into the headlines, but educators have worked in linguistically diverse classrooms for years. Betsy Rymes has advice for navigating your multilingual class.
In The Hechinger Report, Julie Wollman says that proposed federal funding cuts and changes in financial aid could make college even less affordable for low-income families by reducing support programs and shrinking the amount of aid available, potentially lowering enrollment and limiting access to higher education for students with the greatest need.
This new program, led by Digital Promise, will fund the development of openly shared datasets, models, and other digital resources so developers, school districts, and educators can build safe, effective, and equitable AI tools for K–12 teaching and learning.
Richard Ingersoll says that with a school district unanimously approving a four-day week beginning in August 2026 as part of a broader trend in U.S. schools, the move highlights growing efforts to address rising teacher turnover and burnout by offering schedule flexibility and professional development time on the fifth day, even as research on its impact remains mixed.
Charlotte Jacobs, Robert Zemsky, and Jonathan Zimmerman appeared on “The Teacher’s Forum,” “College Knowledge,” and “The Re-Educated Podcast,” respectively, to discuss some of the biggest issues in education.
Penn GSE is leading this new era of technological innovation by launching new degree programs, hiring expert faculty, collaborating with school districts on professional development, and conducting vanguard AI-focused research.
In USA Today, Michael Gottfried says that student homelessness has become a nationwide crisis impacting more than one million students, with far-reaching consequences for learning, academic progress, and long-term student success.
Penn GSE’s Early Childhood Education and Family Studies Certificate blends research, practice, and community partnerships to prepare leaders who want to influence systems that support young children and their families.
In Education Next, Richard Ingersoll says that contrary to popular belief, national data show teacher turnover has remained relatively low and stable over time, with the rate of educators leaving the profession comparable to that of other well-educated professionals, suggesting the narrative that teachers are abandoning the field in droves doesn’t match the evidence.
Following years of research in Philadelphia schools, Penn GSE’s Responsive Math Teaching team is sharing the practical tools and guiding principles they identified in a new book to help educators make math more meaningful.
Digital literacies expert Amy Stornaiuolo provides a framework to help teachers design writing assignments that ethically incorporate—or creatively dissuade—use of generative AI.
Learning Sciences and Technologies master’s student Ashley Zingillioglu won the Daniel Walden Prize for an interactive social story she first developed as an undergraduate and is now continuing to refine at Penn GSE.
In City & State PA, Michael Golden says that teachers and students must work to demystify common misconceptions about AI, emphasizing the importance of understanding both the risks and the powerful educational opportunities the technology presents.
The Institute is funded by an Institutional Impact grant from the Educating Character Initiative, awarded by Wake Forest University’s Program for Leadership and Character and made possible through the generous support of the Lilly Endowment Inc.
