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Consistently the Top-Ranked School of Education in New Jersey by U.S. News & World Report.
80+
More than 80 programs of
study taught by leading
experts in the field.
17,000+
Over 17k active alumni;
10k alumni residing in New Jersey.
100+
Celebrating over 100 years as a
national leader in preparing education leaders, researchers, and scholars.
Championing Revolutionary Change in Education
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Transformative Work
Shifting Dominant Narratives in Education to Create a World for Everyone
Dr. Esther Ohito, Assistant Professor of English Education/Literacy Education believes education is integral to defining and shaping the kind of world in which everyone feels like they have a place. Her research focuses on the gendered pedagogies of Black critical educators, the gendered geographies of Black girlhoods, and the poetics and aesthetics of Black knowledge and cultural production.
GSE News
GSE Professor Dr. Ravit Golan Duncan Honored as 2026 AERA Fellow
NEW BRUNSWICK – The American Educational Research Association (AERA) has announced that Dr. Ravit Golan Duncan is among the 34 exemplary scholars selected as the 2026 class of AERA Fellows….
Rhymes with a Reason: Hip-Hop as the Lesson
Too many students walk into classrooms and feel invisible. Their stories aren’t in textbooks. Their cultures are studied from a distance, if at all. The traditional approaches to education—rigid and…
It Takes a Village: Community-first Programming
Many newcomers to the United States struggle in silence—isolated by language barriers that limit their access to jobs, education, healthcare, and housing. Free, accessible English language support is scarce, and…
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Dissertation Defense Announcement Ph.D. in Higher Education Program: Costin Thampikutty “Ethnoreligious Sense of Belonging as a Negotiation: A Critical Narrative Inquiry of Christian Indian American college students’ Involvement in South Asian Christian Student Organizations”
As the demographics of evangelical Christian Student Organizations (CSOs) including InterVarsity Christian Fellowship and Cru have shifted in the past decades (Schmalzbauer, 2007; Schmalzbauer & Mahoney, 2018), ethnic-specific CSO chapters have emerged as unique, invaluable spaces for students of color to intertwine faith and ethnicity (Kim & Murdock, 2023). However, limited research has focused on…
Dissertation Defense Announcement Ed.D. Program: Sharlene Pinto “Exploring Potential Under/Over-Identification and Disproportionality: A Mixed Methods Case Study of Child Study Team Influences, Beliefs, and Practices in Processing PK and K-12 Special Education Referrals in a Public School District”
Causes of under/over-identification and disproportionality in Special Education are often debated and misunderstood. There is confirmed underrepresentation of minoritized students in PK Special Education and historically acknowledged overrepresentation in K-12 Special Education nationwide. However, few studies have explored identification patterns or eligibility decision making processes for Special Education. This study is a mixed methods case…
Dissertation Defense Announcement Ph.D. in Education Program: Chloe Sophia Bellows “Education, Organizing, and Civic Literacies in a Community-Based Immigrant and Workers’ Rights Organization”
Situated within the rapidly changing context surrounding the November 2024 presidential election, in which immigrant communities faced increased surveillance, this 18-month critical ethnography explores the education, civic, and literacy practices of members of a primarily Latine community organization in the Northeast who are agitating for justice for immigrants and workers. This research broadens our understanding…
Dissertation Defense Announcement Ed.D. Program: Michael Catelli “Civic Learning Under Pressure: A Dual-Site Case Study of Civic Instruction During Political Polarization”
In an increasingly polarized political environment, many school administrators view instruction that promotes meaningful civic engagement as too controversial for classrooms (Rogers & Kahne, 2021). The use of meaningful practices, such as classroom discussions, is constrained by staff nervousness stemming from perceived political pressures (Waller, 2025). While research has examined how educational leaders guide civics…