Research

Research and Impact

Research that Drives Practice and Measurable Change

Our work is grounded in data and reflection. Through ongoing research and program evaluation we measure how professional learning transforms teaching and enhances student outcomes.

Published Research

Penn State is a nationally recognized top public research institution and a Carnegie-classified R1 university, reflecting its commitment to cutting-edge scholarship and innovation. The university secures nearly $1.5 billion annually in competitive research grants and external funding, supporting work that advances knowledge, drives innovation, and impacts communities locally and globally.

The Initiatives have made strong contribution to national research on inquiry-based professional learning and the teaching of difficult topics in PreK–12 education. Our faculty and practitioner collaborators explore how educators can foster empathy, civic understanding, and human rights awareness through inquiry and reflection.

Together, these studies demonstrate the transformative power of sustained, collaborative professional learning that helps teachers navigate complex classroom moments with confidence and care.

Featured Publications

Practitioner Inquiry for Turbulent Times

Rutten, L., Butville, D., Smith, W. L., & Dvir, B. (2023). Journal of Practitioner Research, 8(2), 1–19.

Participants in one of our programs shifted from knowledge transmission to inquiry-based pedagogy when addressing difficult topics. One teacher’s case showed how inquiry transformed her teaching of the Civil War. The study highlights the value of trauma-informed, asset-based professional learning communities. Read Article »
Partnering to Support K–12 Instruction of Difficult Topics

Dvir, B., Rutten, L., Butville, D., & Wilson, E. (2023). School-University Partnerships, 16(2), 101–109.

A Penn State–Red Lion (Pa.) School District partnership showed how inquiry-based professional learning builds trust, supports student and teacher inquiry, and strengthens long-term school-university collaboration. Read Article »
Leaning into Difficult Topics: Inquiry Communities as Teacher Professional Learning

Rutten, L., Butville, D., & Dvir, B. (2024). Journal of Teacher Education, 75(3), 292–304.

Participants in our program defined what “difficult-topics inquiry” means in practice and built bridges across political and professional differences, reconceptualizing teaching difficult content as an ongoing inquiry process. Read Article »
When Difficult Topics Bubble Up: How K–12 Teachers Understand Unplanned Difficult-Topics Moments

Rutten, L., Butville, D., Wolkenhauer, R., & Dvir, B. (2025). Action in Teacher Education.

Educators often feel unprepared for unplanned “difficult-topics moments.” The study identified five common sources—student, professional, curriculum, community, and identity-related issues—and emphasized how our programs prepare educators to make informed, in-the-moment decisions. Read Article »
Noticing, Interpreting, Deciding: How Elementary Teachers Address Unplanned Difficult-Topics Moments

Rutten, L., Butville, D., Wolkenhauer, R., & Dvir, B. (2025). Teaching and Teacher Education, 161, 1–10.

Participants in our program responded to unplanned moments using four strategies—addressing, empathizing, postponing, or ignoring—based on student needs, instructional goals, and sociopolitical context, illustrating the complexity of professional judgment in real time. Read Article »
Deepening Teachers’ Understandings of Holocaust and Genocide Education Through Inquiry-Based Professional Learning

Rutten, L., Butville, D., Kemper, J., Metzger, S., Warren, A., Sterndale, S., & Dvir, B. (2025). Social Studies Research and Practice.

Participants in one of our programs developed a deeper understanding of Holocaust and genocide education as a human rights endeavor, emphasizing safe spaces, critical thinking, reflection, and trauma-informed approaches to student learning. Read Article »

Practitioner Journals

: Tackling a School Conundrum: One Teacher-Inquirer’s Collaboration with Students and School Community
Yen, Y-c., Brownhill, S., Hinchcliff, E., & Dvir, B. (2025). The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 1–8.

A participant in one of our programs partnered with students, colleagues, and administrators to examine inequitable AP course enrollments. Together, they analyzed data, gathered student perspectives, and initiated meaningful school-wide dialogue and action. Read Article »

Conference Presentations

: Cultivating an asset-based lens in k-12 classrooms and communities.
Butville, D. (2025, March). Cultivating an asset-based lens in k-12 classrooms and communities. Presentation for the annual conference of the National Association for School-University Partnerships (NASUP), New Orleans, LA.

Cultivating empathy in pre-K spaces: Learnings from an inquiry-based professional learning community.
Hinchcliff, E. & Butville, D. (2025, March). Cultivating empathy in pre-K spaces: Learnings from an inquiry-based professional learning community. Presentation for the annual conference of the National Association for School-University Partnerships (NASUP), New Orleans, LA. [peer-reviewed]

Forging within-school collaborations to address school-wide issues.
Yen, Y., & Hinchcliff, E. with Brownhill, S. (2025, March). Forging within-school collaborations to address school-wide issues. Presentation for the annual conference of the National Association for School-University Partnerships (NASUP), New Orleans, LA. [peer-reviewed]

Teacher professional learning on difficult issues within inquiry communities: Impact on students.
Yen, Y., & Butville, D. (2025, March). Teacher professional learning on difficult issues within inquiry communities: Impact on students. Presentation at the conference of the Association of Teacher Educators, New Orleans, LA. [peer-reviewed]

Keystone Central’s story of impact when choosing to lean in to difficult issues.
Sterndale, S., Hull, M. & Strouse, S. (2024, December). Keystone Central’s story of impact when choosing to lean in to difficult issues. Presentation for the SAS Institute Conference of the Pennsylvania Northwest Tri-County Intermediate Unit 5, Hershey, PA.

Empowering administrators to ‘lean in’ to difficult issues.
Butville, D. & Piraino, G. (2024, December). Empowering administrators to ‘lean in’ to difficult issues. Presentation for the SAS Institute Conference of the Pennsylvania Northwest Tri-County Intermediate Unit 5, Hershey, PA.

Growing a teacher educator inquiry community through practitioner inquiry.
Yen, Y., & Wolkenhauer, R. with Butville, B., Sterndale, S., & Hinchcliff, E. (2024, March). Growing a teacher educator inquiry community through practitioner inquiry. Presentation at the conference of the Association of Teacher Educators, Anaheim, CA. [peer-reviewed]

A case study of a teacher inquiry community focused on difficult topics.
Rutten, L., & Butville, D. (2024, April). A case study of a teacher inquiry community focused on difficult topics. Presentation for Division K (Teaching and Teacher Education), Section 10 (Inservice Teacher Education and Teacher Educator Development) for the annual conference of the American Educational Research Association (AERA), Philadelphia, PA. [peer-reviewed]

Partnering to make Holocaust and genocide education relevant through inquiry and classroom application.
Rutten, L., & Butville, D., with Kelly, F., & Kreider, M. (2024, March). Partnering to make Holocaust and genocide education relevant through inquiry and classroom application. Presentation for the annual conference of the National Association for School-University Partnerships (NASUP), Anaheim, CA. [peer-reviewed]

Inquiring into difficult issues: Teachers broadening perspective for tackling complexity.
Butville, D., & Kasisky, R. (2023, December). Navigating difficult topics through an inquiry-based professional learning community: The story of 10th and Penn elementary. Presentation for the SAS Institute Conference of the Pennsylvania Northwest Tri-County Intermediate Unit 5, Hershey, PA.

Inquiry communities around the instruction of difficult topics.
Invited Panelist (2023, March). Inquiry communities around the instruction of difficult topics. Penn State Teacher Education Course (CS 563): Designing Staff Development Programs: Professional Development and Teaching.

Navigating difficult topics through inquiry-based professional learning: Insights from four Pennsylvania school districts.
Rutten, L., & Butville, D. (2022, December). Navigating difficult topics through inquiry-based professional learning: Insights from four Pennsylvania school districts. Presentation for the SAS Institute Conference of the Pennsylvania Northwest Tri-County Intermediate Unit 5, Hershey, PA.

Supporting educators in challenging times: An inquiry-based professional learning partnership.
Wilson, E., Rutten, L., & Butville, D. (2022, November). Supporting educators in challenging times: An inquiry-based professional learning partnership. Presentation for the conference of the Pennsylvania Association for Supervision and Curriculum Development (PASCD), Hershey, PA. [peer-reviewed]

Supporting Pennsylvania teachers in navigating difficult topics in K-12 curricula and school communities: A case study of inquiry-based professional learning.
Butville, D., & Rutten, L. (2022, October). Supporting Pennsylvania teachers in navigating difficult topics in K-12 curricula and school communities: A case study of inquiry-based professional learning. Presentation for the conference of the Pennsylvania Association of Colleges and Teacher Educators (PAC-TE), Harrisburg, PA. [peer-reviewed]

Navigating difficult classroom scenarios: An asset-based framework.
Butville, D. (2022, September). Navigating difficult classroom scenarios: An asset-based framework. Penn State Teacher Education Course (CI 280): Introduction to Teaching English Language Learners.

Guest Speaking Appearances

Many of the educators who’ve been participants in our programs have had the unique opportunity to speak in college classes lending their expertise.

Danielle Greene, Sherry Kendra, & Jeremy Lutz, 10th & Penn Elementary School teachers

Discussed empathy in language arts with Old Dominion University students.
Jane Larsen, Aspen High School French teacher

Presented to Penn State world languages teacher candidates.
Bill Watkins, Absegami High School counselor

Spoke with Seattle University graduate students via Zoom.

About their work

Overall Impact

3,000

PreK-12 teachers

100,000

Students impacted

30

US partners

8

Scholarly articles

6

US state reached

4

Online modules