Most teens work by the time they graduate from high school. Although work can be a positive experience, it also has risks. Every year 100,000 teens are seriously injured on the job. To improve the safety of young workers, the center provides training for the staff of school and community-based job readiness and placement programs, preparing them to teach teens about occupational safety and health. The center also provides seminars, technical assistance, and resources to employers of youth and to other education and employment-related organizations serving youth.
What would it take to colonize another world? What can cause Earth’s climate to change? Will another large earthquake happen in California? A new full-year science curriculum, EDC Earth Science, enables students to explore these and other questions and seek answers grounded in authentic data. The curriculum was developed with support from the National Science Foundation and is fully aligned with the Next Generation Science Standards.
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.
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.
This project is developing a series of online professional development modules for school counselors—middle grades, high school, and postsecondary student service professionals—that focus on career counseling and college preparation. The modules use a learning community approach where school counselors will participate in the project as a cohort and engage in structured online discussions with their colleagues and the instructor during each of the module sessions.
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.
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
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.
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.
EDC will investigate whether learning in the visual arts, a discipline in which students continually practice visualization, leads to improvements in geometric reasoning.
This study will compare high school students with and without extensive exposure to the visual arts. Assessments will be given at the start of the study (as a baseline) and then after the first and second years of the study.
This project, through a cooperative agreement with the NSF, is establishing and maintaining the Discovery Research (DR) K–12 learning resource network, known as CADRE, with the aim of advancing the state of research and evaluation in STEM education and promoting the goals of the DR K–12 program. CADRE provides support services to grantees of this program, which enhances student and teacher learning of the STEM disciplines through the development, implementation, and study of resources, models, and technologies.
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
This five-year project is directing the evaluation of the Marine Biological Laboratory’s Wolbachia Project, which provides high school teachers and students an opportunity to learn important concepts and techniques as they participate in authentic modern microbiology research.
This project develops, implements, and studies a dual model of professional development that adds an online platform to traditional professional development: the Active Physics Teacher Community (APTC).
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.
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.
In collaboration with SRI International and NASA, EDC will develop and pilot two high school level interactive websites for climate change investigations.
With these websites, high school teachers will be able to compile customized data sets on local climate change using NASA’s Goddard Interactive Online Visualization and Analysis Infrastructure (Giovanni), which contains archived Earth observation mission data. Created for scientists, the Giovanni data sets will be adapted for high school students and teachers.
This project is evaluating the Talk Science! program, led by TERC, which strives to study and enhance the development of teachers’ skills in managing productive classroom talk in inquiry-based science.
The Talk Science! project will document teachers’ learning and study the changes in discussion patterns in 18 science classrooms in urban, suburban, and rural schools. The project’s hypothesis is that aligning professional learning with conceptually driven curricula and emphasizing the development of scientific discourse will change classroom culture and increase student learning.
The Ecosystems and Evidence project, a collaborative exploratory research and development project in partnership with Rutgers University and the Institute of Ecosystem Studies, addresses the question:
“Can students gain an understanding of the nature of ecological science (NOES) in high school biology and environmental science classes that is useful and productive in guiding them toward environmental citizenship?”
To address this question, the project will:
Identify the essential elements of NOES
Investigate how these elements can be taught and learned
ALMA’s mission is to help adults gain basic reading, writing, and math skills. ALMA creates innovative, educationally sound, and entertaining television-based teaching materials and cultivates community networks to support ALMA learners. TV411, ALMA’s magazine-format television series (with ancillary print materials and an instructional Web site) is aired on more than 100 stations nationwide.