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.
Architecture, School

Lemasters, L. K. (2006). Architecture, School. In F. English (Ed.), The Sage handbook of educational leadership: Advances in theory, research, and practice (Vol. 1, pp. 47-48). Thousand Oaks, CA: Sage Publications.

Globalization and recent shifts in educational policy in the Asia Pacific: An Overview of Some Critical Issues

Rizvi, F., Engel, L., Rutkowski, D., & Sparks, J. (2006). Globalization and recent shifts in educational policy in the Asia Pacific: An overview of some critical issues. Bangkok, Thailand: UNESCO.

Growing a discipline at the borders of thought

Hoare, C. (2006). Growing a discipline at the borders of thought. In C. Hoare (Ed.), Handbook of adult development and learning. (pp. 3-26). New York: Oxford University Press.

Handbook of adult development and learning

Hoare, C., Ed. (2006). Handbook of adult development and learning. New York: Oxford University Press.

Work as the catalyst of reciprocal adult development and learning: Identity and personality

Hoare, C. (2006). Work as the catalyst of reciprocal adult development and learning: Identity and personality. In C. Hoare (Ed.). Handbook of adult development and learning. (pp. 344-380). New York: Oxford University Press.

Exploratory research on the effect of autonomous learners to team learning within healthcare

Goodman, P. & Chalofsky, N. (2005). Exploratory research on the effect of autonomous learners to team learning within healthcare. In M. A. Rahim & R. T. Golembiewski (Eds.) Current Topics in Management, Vol. 10.

Jewish history from the academy to the schools: Bridging the gap

Chazan, R., & Jacobs, B. M. (2005). Jewish history from the academy to the schools: Bridging the gap. In M. Nisan & O. Schremer (Eds.), Educational deliberations: Studies in education dedicated to Shlomo (Seymour) Fox (pp. 157-180). Jerusalem: Keter Publishing House.

Facing Racism in Education

Anderson, S., Attwood, P., & Howard, L. (Eds.). (2004). Facing racism in education (3rd ed.). Cambridge, MA: Harvard University Press.

Local reactions to imposed transfer: The case of eastern Berlin secondary school teachers

Streitwieser, B. (2004). Local reactions to imposed transfer: The case of eastern Berlin secondary school teachers. In G. Steiner-Khamsi (Ed.), The Global Politics of Educational Borrowing and Lending (pp. 114-128). New York: Teachers College Press.

Optimizing the Power of Action Learning

Marquardt, M. J. (2004). Optimizing the power of action learning: Solving problems and building leaders in real time. Mountain View, CA: Nicholas Brealey America.


Working Paper Series

In the News

The Institute for Information Infrastructure Protection (I3P), led by Dr. Diana Burley (Executive Director and Chair), hosted a breakfast forum at the National Press Club entitled Cybersecurity Policy in the European Union: Implications for Global IT Transformation with international keynote speaker Dr. Paul Timmers (fmr. European Commission Director) and expert US perspectives from Dr. Greg Shannon, Carnegie Mellon University, Chief Scientist, SEI CERT and Dr. Douglas Maughan, Cyber Security Division Director, Department of Homeland Security. The forum was moderated by Ms. Rhea Siers, GW/I3P senior fellow for law and policy.

Dr. Christine Nganga presented at the Research on Women and Education conference in Salt Lake City. Dr. Nganga was part of a symposium entitled The Fiery Melting Pot: Immigrant Women and Girls in Pursuit of Social Justice.The panelists addressed positionality, resiliency, advocacy and issues of intersectionality among immigrant women and girls amidst immigration policies and practices. Dr. Nganga also presented a paper entitled Centering Spirituality in Teaching, Learning and Research.

Dr. Bernhard Streitwieser published an article, The potential and reality of new refugees entering German higher education: The case of Berlin institutions, in the journal European Education. The article was published with GSEHD alumnae, Maggie Taylor (master's, education policy) and Rachel Moody (master's, international education), as well as former visiting scholar from Germany, Lukas Brueck. In addition, Dr.

Dr. Ellen Goldman, along with two colleagues from Children's National Health System, published the results of a study on resident-nurse shadowing as a learning strategy in Hospital Pediatrics entitled Improving communication through resident-nurse shadowing (doi: 10.1542/hospeds.2017.0001).

Dr. Jonathon Gooms is the Co-Principal Investigator on a $1.2 million National Science Foundation grant for a project aimed at transforming the way that chemistry is taught in the Baltimore City public high schools. The Baltimore Ecosystem Study (BES) is partnering with Baltimore City Public Schools on an innovative approach to convey how chemistry shapes the local environment. According to the project press release, Dr. Grooms will lead efforts to assess how teachers enact the newly designed Integrating Chemistry and Earth (ICE) Science unit and what students learn during the experience. The Baltimore Sun announced the award in its article National Science Foundation gives $1.2 million to bolster high school chemistry in Baltimore.