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.
Think Math! is a K–5 curriculum developed, piloted, and field-tested by EDC.
Think Math! provides:
A learning-by-doing model of professional development. This model allows teachers to gain a more profound understanding of fundamental mathematics through the natural course of their daily work.
High-quality mathematics content and pedagogy for school districts. This curriculum is appropriate for school districts that want to change but need additional help and for those that have tried and rejected other models of reform.
The Suicide Prevention Resource Center (SPRC) provides U.S. states, tribes, government agencies, private organizations, colleges and universities, suicide survivor groups, and mental health consumer groups with access to the science and experience that can support their efforts to develop programs, implement interventions, and promote policies to prevent suicide.
SPRC’s mission is to strengthen suicide prevention networks and advance the National Strategy for Suicide Prevention. Toward that end, SPRC provides technical assistance and training, as well as a resource-rich website.
EDC is working with ConnectEd: The California Center for College and Careers, with support from The James Irvine Foundation, to develop a curriculum for career sector academies in California public high schools. This project focuses on the arts, media, and entertainment (AME) sector.
EDC is working closely with practitioners, higher education, and California schools to:
Develop two foundations courses: Visual Arts and Media and Digital Design.
Model integrated units in mathematics, social studies, science, and English/language arts.
In this project, CSE draws on its own and other resources at EDC to provide technical assistance to the management of the Presidential Award program. Every year, that program honors exceptional science and mathematics teachers from every state. CSE facilitates the program’s work in several ways. Staff connects the project with national science and mathematics leaders who take a role in the awards process.
EDC/CCT developed Web-based tools to support students and teachers as historical thinkers. With an interdisciplinary team of humanities scholars and teachers, we created several kinds of online inquiry guides around primary historical materials related to the building of modern America from 1880 to 1920.
The Ford Partnership for Advanced Studies (Ford PAS) program includes an interdisciplinary high school curriculum that challenges students academically while also developing their problem-solving, teamwork, and communication skills.
This project has developed a common language and framework for the teaching of information technology (IT) applications across 6 of the 16 career clusters identified by the U.S. Department of Education. In partnership with the National Association of State Directors of Career and Technical Education, EDC works with community college faculty to develop an electronic library of learning resources, including problem-based scenarios, to assist faculty in integrating IT into their programs and courses.
EDC is developing a teenage dating violence and abuse curriculum, Love Is Not Abuse, that will be taught in grade 9 English and health classrooms. Unlike other curricula on the subject, Love Is Not Abuse’s entry into the issue is unique; it will use brief, engaging texts (e.g., poetry, short stories, excerpts from screenplays, and theatrical plays) as a springboard to build young people’s awareness of how to make healthy choices in relationships and what to do if they are in abusive ones.
Serving communities in the Three Areas, HEAR Sudan builds capacity of local stakeholders to plan, implement and monitor health and education services, helps translate this increased capacity into action, and builds community support for school governance and outreach. HEAR strengthens linkages between educators and health workers with the aim of increasing healthy girls’ and boys’ access to quality education.
With community colleges across the country, EDC is developing a common curricular framework for teaching basic information technology (core) applications in career and academic programs at community and technical colleges. Project resources include innovative approaches to instruction and assessment, including “Rubrics to Assess Basic IT User Skills,” lesson templates that interconnect the use of the “IT Core Applications” with program content for eight of the most commonly used IT applications, and a library of problem-based scenarios for each of the clusters/program areas.
In collaboration with EDC’s Division of Mathematics Learning and Teaching, this project is producing a research-based professional development curriculum focused on geometric thinking in the middle grades. It also creates a framework designed to help teachers better understand geometric thinking and how it develops in learners, a curriculum for professional development in geometry based on this framework, quantitative and qualitative studies of the curriculum’s impact, and research reports disseminating the results of this work.
The WEEA Equity Resource Center was a national center that for 25 years promoted gender-equitable education for all students. The center offered educators and others a range of resources to help make gender equity a reality in the classroom and in educational systems, focusing especially on equity for girls and women who face multiple barriers due to gender and race, ethnic origin, disability, or age. The center’s funding ended in 2003 and select resources and information continue to be available through the achieved Web site.
EDC created this K–6 standards-based science curriculum, whose topics reflect a balance of life, physical, and earth sciences. The 17 modules and accompanying kits provide a hands-on, inquiry-based approach that builds skills and explores concepts through exciting science experiences. The curriculum, published by Kendall/Hunt, was revised in 2004. Four new modules are currently in production.
EDC developed and field-tested this biology curriculum for grades 9 and 10. The curriculum addresses the needs of all students and connects understanding of core biological principles with applications to social, health, economic, and other critical issues. The curriculum, published by Kendall/Hunt Publishing Company, includes an implementation guide to support users.
EDC developed a set of Web-based materials designed to give secondary students a mathematics research experience: working on a hard problem over time, developing their own models, experimenting, conjecturing, proving results, and extending the problem. Mathematicians served as electronic mentors for students and teachers who participated in the project.
EDC uses the Developing Mathematical Ideas professional development curriculum to help school systems build capacity for in-depth professional development in elementary mathematics. The DMI Network conducts summer institutes and maintains an electronic network for teacher educators and teachers who, through an apprenticeship program, wish to become teacher educators.
This project developed, field-tested, and disseminated professional development materials for teachers of grades 6 through 12 for use in a variety of settings. Through immersion experiences in algebra, geometry, and probability/statistics, the materials emphasize and integrate mathematical thinking, effective teaching practices, and explicit connections to exemplary curricula.
The K–12 MCC provides a variety of services and products to support school districts around the country as they select and implement standards-based mathematics curricula. Implementation issues considered include transitions across grades K through 12, professional development, and building support for curriculum change. Resources include a series of seminars, print materials, (including a curriculum selection guide), case materials, and a Web site.
EDC has created a searchable, browsable Web site of mathematics problems and problem sequences for students in grades 6 through 12 so that they can develop both conceptual understanding and technical skills. The site supports online discussion of the problems and allows new problems to be added. Research will show how and why teachers use the site and how to design curriculum to meet their needs.
The objective of Boston University’s PROMYS program is to engage high school students and their teachers in rich mathematical explorations. The academic-year component of PROMYS, run by EDC, aims to ensure that teachers who participate in the summer program will transfer its culture of mathematical exploration to their schools.