An EDC mathematics curriculum takes a new approach to algebra learning, connecting the concrete procedures of arithmetic to the abstract reasoning that success in algebra requires. Transition to Algebra, funded by a grant from the National Science Foundation and published by Heinemann, builds on a history of curriculum development at EDC centered on fostering mathematical habits of mind. It is designed to be used flexibly to support algebra in Grades 6—10.
EdTech Leaders® Online enables state departments of education, school districts, regional educational service centers, colleges and universities, and other educational organizations to develop local capacity to provide online professional development for teachers and administrators and online courses for students.
Malawi primary schools face issues of large classes, high repetition rates, and teachers who resort to lectures and other marginally effective rote learning techniques to teach crowded classrooms. The Malawi Tikwere! (Let’s go up!) program uses interactive radio instruction (IRI) broadcasts to address these issues and bring student-centered instruction to primary schools countrywide.
EDC is developing an online professional development course on China based on the content of Primary Source’s The Enduring Legacy of Ancient China. This course will be designed as a model that may be part of a series of online courses based on other Primary Source content areas. EDC will also provide online facilitator training to prepare online facilitators selected by Primary Source to deliver this online workshop to teachers in participating school districts or to other teachers recruited by Primary Source interested in this content.
Supported Literacy for Adolescents is a research-based literacy program. Its goal is to improve reading, writing, and comprehension among both high-risk and typically achieving populations. The program is deeply rooted in standards-based curriculum design, and all components of the program align with national reading and writing standards, as well as selected content standards.
The Regional Educational Laboratory Northeast and Islands (REL-NEI) is one of ten regional laboratories and has a mission to help pre-K–16 educators use the best available evidence to make decisions leading to improved student achievement and reduced performance gaps.
EDC has developed the Law and Justice curriculum. Shaped with substantial input from high school educators, postsecondary faculty, and law enforcement professionals, this innovative curriculum meets national academic standards and career technical education standards.
Learning and Teaching Algebra (LTA) seeks to address and resolve the root causes of poor student achievement, namely, incoherence in student curricula and incoherence in teacher professional development. The LTA project focuses on teachers in urban settings who are teaching eighth-grade Algebra 1 classes.
The Oceans of Data project aims to find out how research on learning can inform the design of interfaces and technology tools to enable high school students to access and use scientific data gained from science cyberinfrastructure projects.
To accomplish this goal, project staff will
Perform a literature review
Interview experts from relevant disciplines, such as climate science, mathematics education, and visual analytics
Writers’ Express (WEX) is a year-long writing program for students in grades 3-12 and is supported through professional development for teachers and school administrators. EDC is conducting a research study to determine whether the program is effective for students in elementary schools.
In this study:
70 Massachusetts schools will be randomly selected to either implement the WEX program or use the usual grade 4 writing instruction.
EDC will evaluate the WEX curriculum, materials, instructional practices, and embedded professional development.
EDC is developing, testing, and publishing Linear Algebra and Geometry, a modular curriculum for high school capstone courses that features three semesters’ worth of topics in linear algebra and its applications.
The Innovative Technology Experiences for Students and Teachers (ITEST) program is designed to increase opportunities for students and teachers to learn about and use information technologies within the contexts of science, technology, engineering, and mathematics.
Youth-based projects that have strong emphases on career and educational paths
The New York Comprehensive Center (NYCC) is one of 16 regional comprehensive centers that are federally funded to implement the mandates of the No Child Left Behind Act (NCLB). In doing so, NYCC engages the New York State Education Department in using research-based findings and rigorous evidence. The Center provides technical assistance services to meet the Department’s priority needs and further the key initiatives of the US Department of Education. Additionally, the NYCC works with the State on emerging needs based on new statutes and policy mandates.
The New England Comprehensive Center (NECC) is one of 16 regional comprehensive centers that are federally funded to implement the mandates of the No Child Left Behind Act (NCLB). The NECC engages state education leaders in using research and best practice to meet the goals of NCLB. Our purpose is to design and deliver technical assistance services that meet education leaders’ priority needs, further the key initiatives of the U.S. Department of Education, and have the greatest potential for building states’ capacities to help districts and schools improve.
Funded by the National Science Foundation, the Center for Mathematics Education (CME) project is a four-year comprehensive high school mathematics program.
This problem-based, student-centered project emphasizes the development of students’ mathematical habits of mind. The curriculum is organized around the familiar themes of Algebra 1, geometry, Algebra 2, and precalculus and is published by Pearson.
EDC, the University of Michigan, and the Center for Applied Special Technology are applying the principles of Universal Design for Learning (UDL) to customize science curricula to serve a wide range of student learning needs.
CME Project Mathematical Practices Implementation (MPI) Study is a four-year, mixed-methods research study looking at teachers’ implementation of the CME Project, a high school mathematics curriculum organized around mathematical habits of mind.
The MPI study will examine:
Teachers’ use of the CME Project
The role of the CME curriculum in the mathematics classroom
EDC’s accompanying professional development in supporting teachers’ mathematical knowledge for teaching
Teenage Health Teaching Modules (THTM) is a successful, nationally-used, and independently evaluated comprehensive school health curriculum for grades 6 to 12. It provides adolescents with the knowledge and skills to act in ways that enhance their immediate and long-term health. The evaluation of THTM concluded that the curriculum produced positive effects on students’ health knowledge, attitudes, and self-reported behaviors.
E-Learning for Educators, funded by the U.S. Department of Education’s Ready to Teach program, seeks to establish successful, sustainable, statewide online professional development programs that address teacher quality and student achievement goals. Through its EdTech Leaders® Online program, EDC supports this initiative by establishing a cadre of online professional development instructors and course developers within each state.
Through this project, More than a Dream Teen Pregnancy Prevention for Latino Youth, EDC aims to identify youth and parent interventions that address sexual health and pregnancy prevention among Latino youth. Interventions must be developmentally appropriate as well as culturally and linguistically relevant to Latino youth and their parents.
The goal is to reduce sexual and other risk behaviors. Participants will be Latino adolescents, ages 12-14, and their parents.
This project is conducting a formative and summative evaluation of the Maine ScienceCorps.
A project of the biosciences community at the University of Southern Maine (USM) and the Education Division of the Foundation for Blood Research, Maine ScienceCorps works with university professors, teaching fellows, and over 30 teachers across the state. Teachers and researchers bring authentic lab experiences—involving nucleic acids, proteins, microbes, viruses, human disease, and immune responses—to over 2,500 students.
In collaboration with the Institute of Computer Technology, Intel Corporation has created Teach to the Future, a curriculum to help teachers integrate technology into their classroom practice.
Teach to the Future emphasizes the use of technology by students and supports teachers in creating technology-rich units for their existing curriculum. The program trains master teachers, who in turn train classroom teachers in their own districts.