The Emerging Education Policy Scholars (EEPS) program announced a new cohort scholars this week and Julie Cohen will be joining this year’s class. EEPS brings up-and-coming scholars to Washington DC to meet with education-policy experts, and to brainstorm new directions for K–12 education research.
Julie Cohen is an assistant professor at the Curry School of Education, an affiliate faculty at EdPolicyWorks, and a VEST faculty mentor. Her work focuses on incorporating evidence about teacher quality into teacher preparation and professional development programs.
One of the goals of the EEPS program is to increase understanding of how policy and practice intersect with scholarly research in education and related fields.
“This award will allow me to better understand the interplay between educational research and policy, and have structured opportunities to learn how to communicate findings to non-academic audiences,” explained Cohen.
This is something few educational researchers have an opportunity to really hone.
“I am very excited to learn about what policy makers find most helpful in understanding and drawing on research findings to make new policies,” continued Cohen.
This program also aligns well with Cohen’s research and career path, as it connects research, policy, and practice.
“There is currently a large divide between those who conduct research on teacher quality and teacher evaluation, and those who work with teacher candidates and engage in research on teaching,” said Cohen.
As a teacher educator, who has worked with a number of economists and educational policy experts, Cohen hopes to develop a research agenda that helps bridge this divide.
With acceptance into this program, Cohen joins an elite group of promising Ph.Ds who bring a keen research eye, fresh ideas, and an enthusiasm for education policy. In 2010–11 the EEPS program also named Daphna Bassok, a current assistant professor at EdPolicyWorks, as a scholar. Last year Allison Atteberry, formerly a research associate professor at EdPolicyWorks and now an assistant professor at University of Colorado Boulder, also participated in the program.
The Thomas B. Fordham Institute and the Ewing Marion Kauffman Foundation jointly sponsor the Emerging Education Policy Scholars (EEPS) program which was launched in the summer of 2010 in Washington DC.
Cohen is an assistant professor of Curriculum, Instruction, and Special Education and is teaching in the elementary teacher preparation program. Prior to her appointment at the Curry School of Education, she received her doctorate in Curriculum and Teacher Education at Stanford University and was a post-doctoral fellow in the Center to Support Excellence in Teaching at Stanford.
EdPolicyWorks is a joint collaboration between the Curry School of Education and the Frank Batten School of Leadership and Public Policy. EdPolicyWorks brings together researchers from across the University of Virginia and the State to focus on important questions of educational policy and implications for the workforce.