Research

At the Graduate School of Education and Human Development (GSEHD), we advance knowledge through rigorous 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.

Projects
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.

  • Educational Equity and School Improvement Research Interest Group (RIG)

    This cross-disciplinary group of faculty is committed to cutting-edge research and innovation to tackle the complex challenges inherent in school improvement efforts in the U.S. Balancing rigorous education research with policy and practice expertise, as well as an intense commitment to participatory approaches, this team of faculty works in close partnership with communities and schools to examine and address effectively a wide variety of critical education issues. The work is grounded in an overarching focus on equity in education, an endeavor that requires a fundamental focus on school improvement. The cross-disciplinary group of faculty recognizes the urgent need to address these issues from a variety of disciplinary lenses, and uses research, policy and practice expertise in collaboration with educational partners to leverage local community strengths, address problems of local practice to create new knowledge for the field. The improvement sciences inform this work, and the expertise of the local education community is central to defining, wrestling with and iteratively tackling these problems of practice.

    Researchers look to link educators, professionals, community leaders, families and youth to processes and resources to address issues of equity in educational policy, process, and outcomes. The RIG addresses a diverse range of research areas related to school improvement with particular focus on: equity factors, academic achievement, educational wellbeing, school performance, and graduation rates within economically disadvantaged communities and communities predominantly of color. The RIG aims to advance improvements in educational wellness and success through its commitments to improved student wellbeing and outcomes, teacher wellbeing, and institutional wellness.

    The Educational Equity and School Improvement (EESI) Research Interest Group, organized in 2017, is quickly growing in interest amongst the Graduate School of Education and Human Development research faculty, the university and throughout the education community. Under the guidance of Dr. Elizabeth Tuckwiller and Dr. Rebecca Thessin, EESI offers research, policy, resources, translation, and capacity building to improve educational outcomes. The group collaborates with coalitions of teachers, support staff, principals, superintendents, state education agencies, and community agencies to help them determine how to best support positive educational outcomes for students, iterative and relentless improvement, and equitable opportunities to learn for all students.

  • 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.

Centers

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.

Bookshelf
The GSEHD community contributes to the scholarship on education through books, journal articles, and other publications.
Education at war: The fight for students of color in America’s public schools

Ali, A. I. & Buenavista, T. L. (2018). Education at war: The fight for students of color in America’s public schools. Bronx, NY: Fordham University Press.

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.

Gender, Process, and Praxis. Re-Politicizing Education in an Era of Neoliberalism, Instrumentalism, and "Big Data"

Green, C. & Burns, J., (2017). Gender, Process, and Praxis. Re-Politicizing Education in an Era of Neoliberalism, Instrumentalism, and "Big Data", In Deconstructing the Education-Industrial Complex in the Digital Age, Loveless, D. J. (Ed.). Pgs. 24-54.

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. http://www.symposium-books.co.uk/bookdetails/96/

Publicity on the book:

Pages

Working Paper Series

In the News

GSEHD doctoral candidates Lauren Hunter Naples and Heather L. Walter (Special Education and Disability Studies) co-presented their poster "Using a Mixed Methods Research Design to Examine Special Education Teacher and Student Wellbeing through the Dual-Factor Model of Mental Health" at the U.C. Berkeley Graduate School of Education Research Day Conference. In their post-conference statement, they wrote: "The conference offered wonderful opportunities to experience the diverse work of other graduate students from across the country and provided invaluable contacts and connections for our future endeavors. We were able to gain essential knowledge of the national priorities and trends in educational research, while sharing our own unique work."

In addition, the following GSEHD doctoral candidates also presented at the conference:

  • Binyu Yang (Curriculum and Instruction) - "College Students’ Self-Regulation in Online Vocabulary Learning Courses"
  • Chelsea Manchester (Counseling) - "Transition to Old Age: How Do Sexual Behaviors and Personality Contribute to Successful Aging?"
  • Isaac Agbeshie-Noye (Higher Education Administration) - "Branding and Organizational Culture at Historically Black Colleges and Universities"
  • Justin Jacques and Yoonsuh Moh (Counseling) - co-presented "A Latent Class Analysis of Suicide Risk Behaviors in College Students" and "The Impact of Sleep Quality on College Student’s Academic Success when Controlling for Symptoms of Depression, Anxiety, and Substance Use: A Quantitative Study"
  • Tamilah Richardson (Educational Administration and Policy Studies) - "How Early Career Minority Teachers’ Decisions to Remain Committed to or Exit the Profession are Impacted by Individual Perceptions of Teacher Leadership Experiences"

Dr. Natalie Milman presented a paper at the Society for Information Technology and Teacher Education entitled "School leaders and technology: A review of the literature 2010 – 2017."

Dr. Diana Burley presented "Human Zero Days" as part of the Cyber Solutions and Cyber Operations and Effects Technical Centers’ Distinguished Speaker Series of the MITRE Corporation. In addition, Dr. Burley was quoted in CISO MAG's article "How Do We Get More Women in Security? Stop Showing Men in Hoodies. Six Women Security Leaders Weigh In."

Dr. Kenneth Hergenrather had two presentations at the 2018 National Rehabilitation Education Conference in Anaheim, California: 1) plenary session entitled: U.S. Department of Education Rehabilitation Services Administration federal grant award Project Educate, Empower, and Employ: Applications of Community-based Participatory Research among 12 Targeted Poverty and Disability Communities in the U.S. and 2) concurrent session entitled: Social Determinants of Health: Addressing Inequities through Informed Rehabilitation Research and Practice.

Dr. Jennifer Frey and doctoral student Carrie Gillispie (Special Education and Disability Studies) published a book chapter entitled "The Accessibility Needs of Students with Disabilities: Special Considerations for Assessment and Instruction" in the newly released second edition of the Handbook of Accessible Instruction and Testing Practices.