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.
Housed at Clemson University in South Carolina, the National Dropout Prevention Center for Students with Disabilities (NDPC-SD) supports the national implementation of the Individuals with Disabilities Education Act (IDEA) and its provisions to provide successful school outcomes for students with disabilities. The center serves state and local education agencies, policymakers, researchers, school administrators, teachers, other practitioners, and parents.
EDC’s e-Learning &CBA Center provides HIV/AIDS prevention training and technical assistance (TTA) services to community agencies across the United States. Its goal is to promote the delivery of evidence-based programs and practices to African American and Latino communities that are disproportionately burdened by the HIV/AIDS epidemic.
The National Center for Mental Health Promotion and Youth Violence Prevention (National Center) provides technical assistance and training to 106 federally funded Safe Schools/Healthy Students (SS/HS) grantees and 6 Project LAUNCH (Linking Actions for Unmet Needs in Children’s Health) grantees.
Specifically, the National Center provides technical assistance for an array of culturally competent, in-person, and electronic services to assist grantees in planning, implementing, evaluating, and sustaining program activities.
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.
Padres Unidos por la Salud y el Éxito de Nuestros Hijos will assess two intervention components aimed at reducing behaviors among youth that lead to elevated levels of HIV/AIDS in urban Latino communities.
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
EQuALLS2 increases access to quality basic education and livelihood skills in areas most affected by conflict and poverty in the Philippines (primarily the Muslim areas in the Mindanao island group in the south). EQuALLS2 is a large-scale project that seeks to benefit 345,000 children and youth in 37 municipalities and four cities by training 37,238 educators and school officials, building the capacity of 850 local education stakeholder groups, and expanding local education resources through public-private partnerships.
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.
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 Technology Tools for Teaching and Training (dot-EDU T4) project seeks to assist the education departments in the Indian states of Madhya Pradesh, Bihar, Karnataka, Rajasthan, Chhattisgarh, Jharkhand, and Delhi, for quality teaching and learning for the primary education sector. To this end, dot-EDU T4 has created interactive, multimedia tools in audio, video, and software formats that established new standards for education quality while delivering education services on a large scale and reaching out to girls and other vulnerable populations.
This project aims to enhance the capacity of American Indian and Alaska Native tribes’ to operate tribal juvenile detention centers that offer culturally appropriate, comprehensive support services and educational and vocational programming in green technologies to detained and reentering youth.
The goals of this program are to reduce recidivism rates and increase successful transitions back into youths’ communities, along with increased employment opportunities for them.
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.
The Boston Science Partnership was a five-year NSF-funded Math and Science Partnership project designed to improve science teaching and learning in Boston’s middle and high schools, enhance university-level teaching by STEM faculty, and ensure the university partners’ continued support for and faculty involvement in science education. The Boston Public Schools, the University of Massachusetts Boston, and Northeastern University are the principal partners. Harvard Medical School and the College Board participate as supporting partners.
USAID’s Decentralized Basic Education (DBE) Program Objective 2 seeks to improve the quality of teaching and learning in Indonesia’s public and private sector primary schools. DBE 2 builds upon successful aspects of recent initiatives in Indonesia to improve educational quality through new attention to strengthening teacher training and improving school learning environments. The DBE 2 Partnership works with public and private sector partners to develop a more comprehensive system of teacher professional development.
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.
This project is designed to address high rates of juvenile delinquency in American Indian and Alaskan Native (AI/AN) communities by providing mentors for court-involved youth.
The 7th Generation staff, some of whom live in Indian country, will assist six tribes as they train up to 180 AI/AN mentors and match them with up to 180 AI/AN court-involved youth. Staff will work with the tribes to customize two effective Indian-developed approaches for mentoring youth:
Funded by the State Department, EDC’s Darfur News and Information Service encourages constructive dialogue, mitigates tensions, and builds the capacity of Darfuri radio journalists to increase the provision of news and information in the region. This two year project offers news, information, and an educational shortwave broadcast service in Arabic, Fur, Masalit, and Zagawa for internally displaced persons (IDPs) and other vulnerable populations in Darfur. Special attention is given to explaining the Darfur Peace Agreement.
This project is creating two professional development courses, with both on-site and online versions to build the capacity of middle school teachers of mathematics and special educators and their administrators to enable students with disabilities to be successful mathematics learners. During the project, one eight-session course for classroom teachers and their special education colleagues and a six-session course for school administrators will be developed, tested, and disseminated.
EDC’s Ron Felton of the Urban Special Education Leadership Collaborative discusses how the Tacoma Public Schools can overhaul their special education system so that students with special needs can be better integrated into the mainstream.
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.