Dr. Janice Laurence discusses why the GED was never meant to be a second chance diploma on NPR Marketplace.
A high school diploma means "we have some smarts and we know some stuff," says Janice Laurence, a GED researcher at Temple University. "But beyond that, it also means ... ways of acting and functioning in society" that a cognitive skills test "doesn't take into consideration at all."
Michael W. Smith, Ph.D., Associate Dean in the College of Education at Temple University, discusses his study that shows the educational and psychological value of letting children read what they want. As a result of over five years of research Michael and Jeff Wilhelm have co-authored Reading Unbound: Why Kids Need to Read What They Want – and Why We Should Let Them, published by Scholastic.
Dr. Aneta Pavleno discusses how language seems to shape one's view of the world. Pavlenko considers the socio-political circumstances that led to the monolingual status quo and shows how the invisibility of bilingual participants compromised the validity and reliability of findings in the study of language and cognition. She then shifts attention to the bilingual turn in the field and examines its contributions to the understanding of the human mind.
Associate Professor (non-tenure track)
The article "Transitional Chapter Books, Representations of African American Girlhood” co-published by Wanda Brooks, Ed.D., Associate Dean of Teacher Education in the College of Education at Temple University has been selected as a recipient of the 2013 Virginia Hamilton Essay Award Honor Citation.
Temple University professor, Aneta Pavlenko's ground-breaking book, The Bilingual Mind, explores the intriguing relationship between language and thought in bi- and multilinguals. She is herself a speaker of many languages and has researched this topic for much of her career.
Michael W. Smith, Ph.D., Department Chair and Professor of Teaching and Learning in the College of Education at Temple University, has been working on a study that shows the educational and psychological value of letting children read whatthey want. As a result of over five years of research Michael and Jeff Wilhelm have co-authored Reading Unbound: Why Kids Need to Read What They Want – and Why We Should Let Them, published by Scholastic.
From using concrete or abstract materials to giving immediate or delayed feedback, there are rampant debates over the best teaching strategies to use. But, in reality, improving education is not as simple as choosing one technique over another.
Carnegie Mellon University and Temple University researchers scoured the educational research landscape and found that because improved learning depends on many different factors, there are actually more than 205 trillion instructional options available.