Jess Gropen, PhD, specializes in basic and applied research in cognitive science with a focus on language learning, early science development, and mathematics education. His work on executive function and conceptual change builds on contemporary research in cognitive science and is serving to inform instructional design.
Gropen is currently the principal investigator of the Literacy and Academic Success for English Learners through Science (LASErS) project, which is helping to improve science and literacy learning for children in Hartford, Connecticut. He also serves as an evaluation advisor to EdAdvance on Skills21STEMStarter: An Incubator and Launch Pad to STEM Entrepreneurship and Careers, a National Science Foundation ITEST project. Previously, he was the principal investigator of the IES-funded Cultivating Young Scientists project.
Before joining EDC, Gropen was an assistant professor at McGill University and Simmons College. He received a BA from Pomona College and a PhD in cognitive science from the Massachusetts Institute of Technology.
Gropen, J., Kook, J. F., Hoisington, C., & Clark-Chiarelli, N. (in press). Foundations of science literacy: Efficacy of a preschool professional development program in science on classroom instruction, teachers’ pedagogical content knowledge, and children’s observations and predictions. Early Education and Development.
Gropen, J., Clark-Chiarelli, N., Hoisington, C., & Ehrlich, S. (2011). The importance of executive function in early science education. Child Development Perspectives, 5(4), 298–304.