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The mission of Penn GSE Perspectives on Urban Education is to provide an interactive forum to investigate critical issues in urban education. The purpose of an electronic journal format is to provide a vehicle for fostering conversations about the complexities of urban education among practitioners, researchers, policymakers and graduate students, groups who often work in isolation from each other. We imagine that the larger community interested in these issues will use the format to provide scholarship, commentary, and critique essential for investigating critical issues in urban education. We hope that the potential for dialogue through an electronic journal will lead to increased cooperation and understanding among all those concerned about urban education.

We encourage graduate students, practitioners, policy makers and researchers to publish studies in progress, as well as findings from completed research. We welcome submissions on a wide variety of topics related to urban schooling, and will also devote specific issues to single themes. In each issue, we plan to include feature-length articles, shorter reports of studies in progress, reviews, commentaries, and opportunities to share comments and questions on the publications. We welcome additional suggestions regarding the use of this electronic format.

Editorial Board

Michael Ryan Moore (Editor) is a PhD candidate in the Teaching, Learning and Curriculum program at the University of Pennsylvania Graduate School of Education. Michael received his M.A. from Georgetown University's department of Communication, Culture & Technology and his B.S. from the Wharton School of Business. Building on both backgrounds, Michael is interested in how implicit and explicit organizatonal norms influence the adoption of new media practices, as well as what this adoption (or lack thereof) implies for institutional learning.

Jeremy Cutler is an Ed.D. student in Educational Leadership at the University of Pennsylvania. Prior to joining the Urban Education Journal, Jeremy was a teacher, school counselor, and Dean of Students for over 10 years in Boston, MA and Washington, DC. During the summer, Jeremy also directs an 8-week residential program for boys in Vermont. Jeremy holds a masters in Urban Education from Harvard University. His research interests include the ways in which schools respond to and plan for students' social and emotional needs, as well as the ways in which schools are influenced by social and economic conditions in the urban environment.

Carolyn Chernoff is a joint PhD candidate in Sociology and Education, Culture, and Society at the University of Pennsylvania. An ethnographic and qualitative researcher, Chernoff's research interests center on cities, social change, and the arts as well as broadly-defined issues of difference, inclusion, and democracy.

Katy Crawford-Garrett is a second year doctoral student in Reading/Writing/Literacy. Before coming to Penn, she taught for six years at a progressive charter school in Washington, DC and spent summers earning an M.A. in Literature and Writing at the Bread Loaf School of English. Her research interests include teacher narrative, literary theory, practitioner inquiry and critical pedagogy.

Katie McGinn is a second-year doctoral student in the Teaching, Learning, and Curriculum program at the Graduate School of Education at the University of Pennsylvania. Prior to coming to Penn, she taught high school English in Philadelphia for six years. Her current research interests include urban education, in particular urban school reform.

Thai-Huy Nguyen is a first year Ph.D. student in the Higher Education Division at the University of Pennsylvania. The scope of his interests lie within the history of higher education and the experiences of Asian American students. Prior to Penn, Thai-Huy spent time in public accounting and graduate business admissions. He is a native of San Diego, California.

Arjun Shankar is a PhD candidate in Education, Culture, and Society at the University of Pennsylvania. Currently, his interests include the function of knowledge paradigms in higher education, the epistemological tensions between practice and theory, the South Asian diaspora, and the Indian education system. He utilizes novel pedagogic and methodological approaches to bridge the gap between academic research and educational intervention.

David Soo is a second-year PhD student at the University of Pennsylvania's Graduate School of Education studying Higher Education. His research interests include the diversity of university missions and civic engagement. David is originally from Boston and earned his bachelors and masters degrees from Boston College.

Frances O'Connell Rust (Faculty Advisor) is a Visiting Professor and Director of Teacher Education at the University of Pennsylvania Graduate School of Education. She is Professor Emeritus at New York University's Steinhardt School of Education where she was a professor of education between 1991 and 2007. Since 1985, she has directed undergraduate and graduate-level teacher education programs at Teachers College of Columbia University, Manhattanville College, Hofstra University, and NYU. She has published widely on topics related to teacher preparation and teacher quality. As well, she has written on teacher-driven action research and school improvement. Active in numerous professional organizations, she serves on the editorial boards of the Journal of Early Childhood Teacher Education, Teacher Education Quarterly, and Teachers and Teaching – Theory and Practice.

Review Board

The review board reads and assesses all submissions and makes recommendations to authors for revisions.

Review Board Members include:

Shannon Andrus
Carolyn Sattin Bajaj
Tamika Barrow
Carolyn Chernoff
Laura Colket
Katy Crawford-Garrett
Jeremy Cutler
Charles H. F. Davis III
Chris Pupik Dean
Rachel Garver
Xu Jialu
Cedric Jones
Esther Chihye Kim
Dorothea Laskey
Emily Magee
Tanya Maloney
Katie McGinn
Stacie Molnar-Main
Katrina Morrison
Tim Prol
Jamey Rorison
Arjun Shankar
David Soo
Celine Thompson
Joyce Wang
Aaron Weiss