Caroline Ebby is an adjunct associate professor at the Graduate School of Education and Senior Researcher at the Consortium for Policy Research in Education (CPRE). She has extensive experience bridging the worlds of university-based research and school-based practice in mathematics education. At Penn GSE, Dr. Ebby has taught mathematics methods and assessment courses in the undergraduate and master’s elementary education programs since 1997.
Prior to receiving her Ph.D. at the Graduate School of Education at the University of Pennsylvania, Dr. Ebby was a middle school mathematics teacher. In her dissertation research, she investigated how preservice elementary teachers learn to teach mathematics through the integration of coursework and fieldwork experiences. In a postdoctoral fellowship at the Center for Performance Assessment at the Educational Testing Service, Dr. Ebby’s work focused on teachers’ learning within the context of scoring high stakes large-scale assessments. As a post-doctorate at Penn, she co-directed an NSF-funded project with Janine Remillard involving professional development and research on teacher and student learning in urban elementary schools. From 2008-2011, she worked with the Penn Partnership Schools to improve mathematics instruction through professional development, formative assessment, and the facilitation of grade group meetings focused on student learning. Since 2011, she has been a Senior Researcher at the Consortium for Policy Research in Education where her research focuses on improving mathematics instruction in grades K-8. She has taught several continuing education courses in mathematics education for practicing teachers and provides ongoing professional development for schools and teachers in the Philadelphia Area.