At the Graduate School of Education and Human Development (GSEHD), we advance knowledge through meaningful research that improves policy and practice. Committed to the ideals of equity and justice, our research is relevant, timely, and contributes to the goal of social progress through education.

GSEHD faculty and researchers address the real-world challenges in education through their work. Sample research projects include:
  • Using Robots to Prime Neuropredictive Brain Circuits in Children with Autism Spectrum Disorders

    Children with autism spectrum disorders have difficulty learning to communicate and socially interact with others. While researchers have identified language interventions that improve children's language skills, some children fail to respond to these interventions. Recent neuroimaging research offers clues to better understand the specific neuro circuits that mediate intervention success.

    In this project, Dr. Jennifer Frey (Co-PI) of GSEHD collaborates with Dr. Chung Park (Principal Investigator) from GW’s School of Engineering and Applied Science and Dr. Kevin Pelphrey (Co-PI and Director of the Autism and Neurodevelopmental Disorders Institute from the School of Medicine and Health Sciences to develop and pilot a new neuropriming approach to increase the effectiveness of an evidence-based language intervention with minimally verbal young children with autism. Specifically, Dr. Frey and her colleagues will utilize robots to prime neuropredictive circuits associated with social communication and will examine the effects of this approach on enhancing intervention outcomes.

  • Unlocking Futures: An Online Master’s Program in Secondary Transition Services For Students with High Needs Disabilities

    Special education is a field that is significantly threatened by teacher shortages, according to the Teacher Shortage Area Nationwide Listing from the federal government. To address this shortage, Dr. Carol Kochhar-Bryant is leading the launch of a new online master’s program that will train teachers working with high-needs disabled students to transition into adulthood-- a program started with support from a $1.25 million grant from the U.S. Department of Education.

    Students with acute brain injury and autism have been identified as high-need target populations by the U.S. Department of Education and most state education agencies. This program is one of a few in the United States and is the first to combine transition services with a focus on acute brain injury and autism. The degree will prepare educators to align the secondary general education curriculum with community-based learning and transition services and to promote the success of all students by nurturing and sustaining school cultures and instructional programs.

  • Consortium for Applied Studies in Jewish Education

    Concerns about the quality of education in the Jewish community mirror concerns of the more general community. The Consortium for Applied Studies in Jewish Education (CASJE) is an alliance of educational, philanthropic and research institutions aiming to provide improved data and scholarship relevant to the practical needs of teachers, administrators and leaders in Jewish education to address these concerns. Led by GSEHD’s Dean Michael Feuer and Stanford Professor emeritus Lee Shulman, CASJE includes scholars and practitioners from Brandeis, Vanderbilt, and the American Jewish University, the Charles E. Smith Jewish Day School, the Evanston school district, and the National Ramah Commission.  The consortium is funded by more than $2 million in grants from leading foundations.

    CASJE’s current projects include research on leadership at Jewish day schools, Jewish early childhood education, experiential learning, Jewish camps, and teaching of Hebrew.

  • Structural and Behavioral Barriers to Student Success

    In 2013, the George Washington University released six papers to increase the understanding of how student behaviors and decisions can affect educational success. Written by an interdisciplinary group of researchers from around the country, including the George Washington University, the papers examine the impacts of students’ responses to the financial aid system, to information about college and to classroom and institutional processes. The project was commissioned by GSEHD and supported by the Bill & Melinda Gates Foundation.


Center for the Advancement of Research in Distance Learning (CARDE)

The Center for the Advancement of Research in Distance Education (CARDE) is a research center affiliated with the Graduate School of Education and Human Development at the George Washington University in Washington, DC. In partnership with institutions, scholars, policy-makers, organizations, and corporations we research theories and constructs to inform best practices of policy-makers, teachers, and learners. Research findings at CARDE offer innovative ways to advance the field of distance education while inviting collaboration and partnerships.

Center for Applied Developmental Science and Neuroeducation

Situated within the Special Education and Disability Studies (SEDS) program, we work with SEDS faculty to train doctoral scholars. Through coursework, internship opportunities, and independent research, students learn to integrate, apply, and advance educational and neuroscientific perspectives. Workshop and symposia led by the Neuroeducation Center will foster collaboration among diverse communities of researchers and practitioners. Through these events and other activities we support the synthesis and dissemination of new knowledge relevant to educational practice and policy.

Center on Education Policy (CEP)

The Center on Education Policy is a national, independent advocate for public education and for more effective public schools. The Center helps Americans better understand the role of public education in a democracy and the need to improve the academic quality of public schools. We do not represent any special interests. Instead, we try to help citizens make sense of the conflicting opinions and perceptions about public education and create the conditions that will lead to better public schools.

Center for Rehabilitation Counseling Research and Education (CRCRE)

The GW Center for Rehabilitation Counseling Research and Education (CRCRE) aims to enhance research, as well as to provide opportunities for growth and development to a diverse population including persons with disabilities. Currently, the CRCRE is part of two US Department of Education funded National Technical Assistance Centers (the Workforce Innovation Technical Assistance Center and the VR Technical Assistance Center for Targeted Communities). GW CRCRE is also a partner with the University of Richmond/Virginia Department for Aging and Rehabilitative Services (DARS) on a research project examining VR Return on Investment. The Center is also partnering on a demonstration project with Virginia DARS as part of their Career Pathways Grant. The CRCRE has also provided training and technical assistance through contracts with State VR agencies in MD, VA and DC.

The Mayberg Center for Jewish Education and Leadership

The Mayberg Center was created to advance community-based scholarship in the field of Jewish education and leadership, particularly in the arenas of pedagogy, identity, and literacy. The Center will convene academics and practitioners in critical conversations about the Jewish future, catalyze research and provide graduate level training for Jewish educators and certificate program opportunities for professionals working in Jewish non-profits.

The GSEHD community contributes to the scholarship on education through books, journal articles, and other publications.
An uneventful termination session

Crunk, A. E. (2018). An uneventful termination session. In M.S. Corey, G. Corey, & C. Corey (Eds), Groups: Process and practice (10th ed.) (pp. 319-320). Boston, MA: Cengage Learning.

Women of Color Advancing to Senior Leadership in U.S. Academe

Huang, B. (2017). Women of color advancing to senior leadership in U.S. academe. In Eggins, H. (Ed.), The changing role of women in higher education (pp 155-172). Switzerland: Springer International Publishing.

Cultures and contexts of Jewish education

Chazan, B., Chazan, R., & Jacobs, B. M. (2017). Cultures and contexts of Jewish education. New York: Palgrave-Macmillan.

The Rising Price of Objectivity

Feuer, M. J. (2016). The rising price of objectivity: Philanthropy, government, and the future of education research. Harvard Education Press.

A Clinical Deconstruction of the Negative Archetypes and Complexes of African American Masculinity

Gadsden, O., & Howard, L. C. (in press). A clinical deconstruction of the negative archetypes & complexes of African American masculinity. In W. Ross (Ed.), Counseling African American males: Effective therapeutic interventions and approaches (pp. 380-399). Charlotte, NC: Information Age.

A Concise Overview of Research on U.S. Education Abroad

Ogden, A., & Streitwieser, B. (2016). A concise overview of research on U.S. education abroad. In D. Velliaris & D. Coleman-George (Eds.), Handbook of research on study abroad programs and outbound mobility, IGI Global Press. Adelaide, Australia.

Defining and Debating the Common “We”: Analyses of Citizen Formation Beyond the Nation-State Mould

Engel, L. C. (2016). Defining and debating the common “we”: Analyses of citizen formation beyond the nation-state mould. In J. Williams & W. Bokhorst-Heng (eds.). (Re)building Memory: Textbooks, identity, and the pedagogies and politics of imagining community. Vol. 2: Textbooks, identity, nation and state. Rotterdam: Sense Publishers.

International Higher Education's Scholar-Practitioners: Bridging Research and Practice

Streitwieser, B., & Ogden, A. (2016). Editors. International Higher Education’s Scholar-Practitioners: Bridging Research and Practice. Oxford, UK: Symposium Books.

Publicity on the book:

The Grand Promise of Global Citizenship Through Study Abroad: The Student View

Streitwieser, B., & Light, G. (2016). The grand promise of global citizenship through study abroad: The student view. In E. Jones, R. Coelen, J. Beelen, & H. de Wit (Eds.), Global and local internationalization. (Series editor: Philip Altbach). Rotterdam. Sense Publishers.

Take Your Soul to Work: 365 Meditations on Every Day Leadership

Brown, E. (2015). Take your soul to work: 365 meditations on every day leadership. New York City: Simon and Schuster.


In the News

GSEHD's Center on Education Policy put out a new report entitled Little Evidence and Big Consequences: Understanding Special Education Voucher Programs. Matthew Braun, CEP research associate and GSEHD doctoral student in education policy and administration, was the report's primary author. CEP’s new report details the growth and characteristics of state special education voucher programs while emphasizing that the evidence base on their impact, effectiveness, and quality is small, dated, and heavily biased. The report identifies major questions and concerns about these programs that have yet to be fully addressed by researchers or policymakers.

Dr. Kenneth Hergenrather, Dr. Maureen McGuire-Kuletz, and Diona Emmanuel, doctoral candidate in counseling, presented a pre-conference training at the Fall 2017 National Rehabilitation Education Conference in Arlington, Virginia. The presentation was titled Community-based Participatory Research: Applications for Enhancing Employment Outcomes. Dr. Hergenrather, Dr. McGuire-Kuletz, and Ms. Emmanuel also presented a poster session at the conference. The poster was titled Men and Masculinity: Enhancing Counseling Outcomes for Male Clients.

Dr. Joshua Glazer's research with with Tennessee's Achievement School District (ASD) and Innovation Zone (iZone) was highlighted in Education Week's What 5 Years of Research Say About School Turnaround Efforts in Tennessee. The Tennessee Education Research Alliance (TERA) is releasing a series of research briefs on school turnaround efforts in the state. This first installment includes summaries of research led by Dr. Glazer, Dr. Gary Henry of Vanderbilt University, Dr. Ron Zimmer of the University of Kentucky.

Dr. Meggan Madden published an entry in the Encyclopedia of International Higher Education Systems and Institutions entitled "Role of United Nations Education, Scientific and Cultural Organization (UNESCO) in the field of higher education research" with Karen Mundy, Chief Technology Officer of the Global Partnership for Education.

Dr. Laura Engel discussed the effects of study abroad on underrepresented students in a new IIE report entitled Underrepresented Students in US Study Abroad. The report synthesizes existing research on the association of study abroad with positive academic outcomes for minority and other underrepresented students, with the goal of ultimately helping enhance pathways of access to study abroad for all students.