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.

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.


Center for the Advancement of Research in Distance Education (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.
School success for kids with emotional and behavioral disorders

Davis, M. R., Culotta, V. P., Levine, E. A., Rice, E. H. (2010). School success for kids with emotional and behavioral disorders. Waco, TX: Prufrock Pres.

Voices of Hope: A Commentary on Dislocation and Relocation

Marotta, S. A. (2010). Voices of hope: A commentary on dislocation and relocation. In P. Dass-Brailsford (Ed.), Crisis and disaster counseling: Lessons learned from Hurricane Katrina and other disasters. Thousand Oaks, CA: Sage Publishing.

Spiritual Boredom

Brown, E. (2009). Spiritual boredom: Rediscovering the wonder of Judaism. Woodstock, VT: Jewish Lights.

The Case for Jewish Peoplehood

Brown, E., Galperin, M., Telushkin, R. B. (2009). The case for Jewish peoplehood: Can we be one? Woodstock, VT: Jewish Lights.

Action Learning

Marquardt, M. J., Leonard, H. S., Freedman, A. M., & Hill, C. C. (2009). Action learning for developing leaders and organizations: Principles, strategies, and cases. Washington, D.C.: American Psychological Association.

Continuous versus discontinuous development

Lanthier, R., & Mallery, C. (2009). Continuous versus discontinuous development. In The American Counseling Association Encyclopedia of Counseling. Alexandria, VA: ACA Press.

English education curriculum

Casemore, B. (2009). English education curriculum. In C. Kridel (Ed.), Encyclopedia of Curriculum Studies. Thousand Oakes, CA: Sage.

Evaluating electronic portfolios in teacher education

Adamy, P., & Milman, N. B. (Eds). (2009). Evaluating electronic portfolios in teacher education. Greenwich, CT: Information Age.

Models of Adult Development in Bronfenbrenner's Bioecological Theory and Erikson's Biopsychosocial, Life Stage Theory: Moving to a More Complete Three-Model View

Hoare, C. (2009). Models of adult development in Bronfenbrenner's bioecological theory and Erikson's biopsychosocial, life stage theory: Moving to a more complete three-model view. In M. C. Smith & N. DeFrates-Densch (Eds.), Handbook of research on adult learning and development. (pp. 68-102). New York: Routledge.

Necessary but not sufficient: Challenges to (implicit) theories of educational change: Reforms in Nepal’s primary education system

Khaniya, T., & Williams, J. H. (2009). Necessary but not sufficient: Challenges to (implicit) theories of educational change: Reforms in Nepal’s primary education system. In P. Bhatta (Ed.), Education in Nepal: Problems, reforms and social change. Kathmandu: Martin Chautari.


Working Paper Series

In the News

Dr. Sara Cho Kim recently published Family conflict, Asian values gap, parental overprotection and care among Asian American college students (along with Park, Y.S., Ho, B. S-W., & Wu, Iin) the Journal of Asian Pacific Counseling, and also Post-War Immigration Experiences of Survivors of the Korean War (along with Manchester, C., & Lewis, A.) in the Journal of Aggression, Maltreatment & Trauma. In addition, Dr.

Dr. Sara Cho Kim recently published Family conflict, Asian values gap, parental overprotection and care among Asian American college students (along with Park, Y.S., Ho, B. S-W., & Wu, Iin) the Journal of Asian Pacific Counseling, and also Post-War Immigration Experiences of Survivors of the Korean War (along with Manchester, C., & Lewis, A.) in the Journal of Aggression, Maltreatment & Trauma. In addition, Dr.

Dean Michael Feuer gave a presentation at ETS in Princeton, NJ entitled "Threats to Validity: Research, Evaluation, Assessment in a Postfactual World."

Dr. Maia Sheppard co-authored the presentation, “Analyzing Emotional Rules in Two Urban History Classrooms,” at the College and University Faculty Assembly at the Annual Conference of the National Council of the Social Studies in San Francisco, CA.

Dr. Matthew Shirrell presented a paper, "Testing and ties: Work-related social interactions in schools and test-based measures of teacher performance," at the 2017 Conference of the University Council for Educational Administration in Denver, CO. At this conference, he also facilitated a session on teacher evaluation and instructional improvement. Dr. Shirrell presented on a panel for advanced graduate students at the Fall Research Conference of the AERA Grants Program entitled "Making the transition from graduate student to postdoctoral and faculty positions." In addition, Dr. Shirrell presented an invited talk at the the Department of Human Development and Quantitative Methodology in the College of Education at the University of Maryland, entitled "The elephant in the schoolhouse: The role of physical proximity in school staff interactions about teaching."