Sharon Wolf

Assistant Professor

Human Development and Quantitative Methods Division

Graduate School of Education
University of Pennsylvania

215-746-0283

wolfs@upenn.edu

Professional Biography

Dr. Sharon Wolf studies the social and environmental determinants of child development, focusing on disadvantaged populations in the United States and in low-income countries. Shaped by training in applied developmental and community psychology, Dr. Wolf applies a developmental-ecological framework to study how social contexts affect children’s health, academic, and behavioral outcomes and produce inequality, as well as how social interventions can reduce inequality.

Prior to joining the faculty at Penn GSE, Dr. Wolf was a postdoctoral research scientist at the Global TIES for Children research center at New York University and a National Poverty Fellow with the Institute for Research on Poverty at the University of Wisconsin-Madison, where she was in residence at the US Department of Health and Human Services. She received her Ph.D. in Applied Psychology with a concentration in Quantitative Analysis from New York University.

Research Interests and Current Projects

Dr. Wolf’s current work focuses on three primary areas: developing and evaluating school-based interventions to improve educational quality and child learning outcomes; the measurement of educational settings and children’s learning outcomes; and understanding the links between poverty, education, and child development.

Dr. Wolf currently works with the Ministry of Education in Ghana to improve the quality of their universal kindergarten education system by helping teachers shift to a focus on child-centered, play-based learning approaches. In partnership with Innovations for Poverty Action and academic collaborators at Penn and NYU, she is developing and evaluating a scalable model for in-service teacher training, a parental education program delivered through school parent-teacher associations, and evaluating a pre-service training model for kindergarten student teachers. Dr. Wolf works on two additional evaluations of school-based teacher training interventions in Kenya and the Democratic Republic of Congo.

In addition, Dr. Wolf studies the links between poverty, anti-poverty policies, and child development and inequality. She is interested in the interplay between household economic hardship and school quality in shaping children’s development.

    

Selected Publications

Wolf, S., Magnuson, K., & Kimbro, R. T. (2017). Family poverty and neighborhood poverty: Links with children’s school readiness before and after the Great RecessionChild and Youth Services Review, 79, 368-384.

Wolf, S., & Morrissey, T. (2017). Examining the Intersections of Economic Instability, Food Insecurity, and Child Health in the Wake of the Great RecessionSocial Service Review, 91(3).  

Wolf, S., & McCoy, D. C. (2017). Household Socioeconomic Status and Parental Investments: Direct and Indirect Relations with School Readiness in GhanaChild Development.

Wolf, S., Halpin, P., Yoshikawa, H., Pisani, L., Dowd, A., & Borisova, I. (2017). Measuring school readiness globally: Assessing the construct validity and measurement invariance of the International Development and Early Learning Assessment (IDELA) in EthiopiaEarly Childhood Research Quarterly, 40, 21-36.

Morris, P. A., Aber, J. L., Wolf, S., & Berg, J. (2017). Impacts of Family Rewards on adolescents' mental health and problem behavior: Understanding the full range of effects of a conditional cash transfer programPrevention Science, 18(3), 326-336. 

Aber, J.L, Torrente, C., Starkey, L., Johnston, B., Seidman, E., Halpin, P.F., Shivshanker, A., Weisenhorn, N., Annan, J., & Wolf, S. (2017). Impacts after one year of “Healing Classroom” on children's reading and math skills in DRC: Results from a cluster randomized trialJournal of Research on Educational Effectiveness. [Epub ahead of print].

Jukes, M. C. H., Turner, E. L., Dubeck, M. M., Halliday, K. E., Inyega, H. N., Wolf, S., Zuilkowski, S. S., Brooker, S. J. (2017). Improving literacy instruction in Kenya through teacher professional development and text messages support: A cluster randomized trialJournal of Research on Educational Effectiveness. [Epub ahead of print].

Aber, J. L., Tubbs, C., Torrente, C., Halpin, P. F., Johston, B., Starkey, L., Shivashanker, A., Annan, J., Seidman, E., & Wolf, S. (2017). Promoting children’s learning in conflict-affected countries: Evidence for multilevel change processes in a school-based universal social-emotional learning program in the Democratic Republic of the Congo. Development & Psychopathology. [Epub ahead of print].

Aber, J. L., Morris, P. A., Wolf, S., & Berg, J. (2016). The impact of holistic conditional cash transfers on parental financial investment, student time use and educational processes and outcomes. Journal of Research on Educational Effectiveness, 9(3)334-363.

Wolf, S., McCoy, D. C., & Godfrey, E. B. (2016). Barriers to school attendance and gender inequality: Empirical evidence from a sample of Ghanaian schoolchildren. Research in Comparative and International Education, 11(2)178-193.

Godfrey, E. B. & Wolf, S. (2016). Developing critical consciousness or justifying the system? A qualitative analysis of attributions for poverty and wealth among low-income racial/ethnic minority and immigrant women. Cultural Diversity & Ethnic Minority Psychology, 22(1),93–103. 

Wolf, S., Torrente, C., Frisoli, P., Weisenhorn, N., Shivshaker, A., Annan, J., & Aber, J. L. (2015). Preliminary impacts of a professional development intervention on teacher wellbeing in the Democratic Republic of the CongoTeaching and Teacher Education, 51,24–36.

Lowenstein, A., Wolf, S., Raver, C. C., Gershoff, E. T., Sexton, H. & Aber, J. L. (2015). Measuring school context across time and place: Results from the ECLS-KJournal of School Psychology, 53(4),323–225. 

Wolf, S., Aber, J. L. & Morris, P. M. (2015). Patterns of time use among low-income minority adolescents and associations with academic outcomes and problem behaviorsJournal of Youth and Adolescence, 44(6),1208–1225.

Wolf, S., Aber, J. L., Torrente, C., McCoy, M. & Rasheed, D. (2015). Cumulative risk and teacher well-being in the Democratic Republic of the CongoComparative Education Review, 59(4), 717–742.

Gennetian, L. A., Wolf, S., Morris, P. A. & Hill, H. H. (2015). Intra-year household income instability and adolescent school behavior. Demography, 52(2),455–483.

Wolf, S., Gennetian, L. A., Morris, P. M. & Hill, H. H. (2014). Patterns of income instability among low- and middle-income households with childrenFamily Relations, 63(3),397–410. 

McCoy, D. C., Wolf, S. & Godfrey, E. B. (2014). Student motivation, parental attitudes toward education, and academic achievement in a Ghanaian school sampleSchool Psychology International, 35(3), 294–308.

Hill, H., Gennetian, L., Morris, P., Wolf, S., & Tubbs, C. (2013). The consequences of income instability for child well-beingChild Development Perspectives, 7(2), 85–90.

Wolf, S., Aber, J. L., & Morris, P. A. (2013). Drawing on psychological theory to understand and improve antipoverty policies: The case of Conditional Cash TransfersPsychology, Public Policy, and Law, 19(1), 3–14.

Godfrey, E. B., Osher, D., Williams, L., Wolf, S., Berg, J., Torrente, C., Spier, E. & Aber, J. L. (2012)Cross-national measurement of school learning environments: Creating indicators for evaluating UNICEF’s Child Friendly Schools Initiative. Child and Youth Services Review, 34(3),546–557.