Publications

CPRE Publications & Research

Research conducted by the Consortium for Policy Research in Education (CPRE) is peer-reviewed and open access—allowing for the spread of new knowledge and allowing that knowledge to be built upon. Our Scholarly Commons portal, located within Penn Libraries, is a repository for the scholarly output of researchers from CPRE, The Graduate School of Education (Penn GSE), and the University of Pennsylvania.

About Scholarly Commons

Scholarly Commons promotes the dissemination of CPRE publications and preserves them in a freely accessible and sustainable archive—making new knowledge accessible to researchers and other interested readers anywhere in the world. Users may have access to materials in Scholarly Commons free of charge.

Our Peer-Preview Process

Peer review is an integral part of CPRE’s publishing that confirms the validity of the research produced by our researchers. At CPRE, our reviewers are internal and external CPRE-affiliated experts who help to improve the quality of research before it is published. For example, both internal and external peers review research reports; internal peers review policy briefs and working papers.

Research Report

Typology of Teacher Leadership Programs | A Scan of U.S. Programs & Initiatives that Support Teachers to Take New and Varied Roles

2019
Policy Brief

The Role of External Support Providers in Improving K-3 Reading Outcomes in New York

2019
Research Report

Seven Trends: The Transformation of the Teaching Force – Updated October 2018

2018
Research Report

The i3 Validation of SunBay Digital Mathematics

2018
Research Report

Enactment of Lessons from a Technology-Based Curriculum: The Role of Instructional Practices in Students’ Opportunity to Learn

2018
Research Report

Experimental Impacts of the Ongoing Assessment Project on Teachers and Students

2018
Jonathan Supovitz, Caroline Ebby, Janine Remillard, Robert Nathenson
Policy Brief

School Vouchers in the Trump Era: How Political Ideology and Religion Shape Public Opinion

2018
Conference Presentations and Papers

The Impact of OGAP on Elementary Math Teacher Knowledge and Student Achievement

2017
Conference Presentations and Papers

School-Based Structures That Support Teacher Use of Learning Trajectory Frameworks

2017

Consortium for Policy Research in Education

University of Pennsylvania Graduate School of Education
3440 Market Street, Suite 560
Philadelphia, PA 19104
Tel: 215.573.0700
Fax: 215.573.7914

© Copyright 2019 CONSORTIUM FOR POLICY RESEARCH IN EDUCATION, UNIVERSITY OF PENNSYLVANIA GRADUATE SCHOOL OF EDUCATION

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