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
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.
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.
EDC’s Center for Children and Technology (CCT) is conducting a five-year study, funded by the National Science Foundation, to investigate the impact of an online professional development course on (1) teacher content and pedagogical knowledge and (2) student knowledge.
CCT is working in partnership with PBS TeacherLine New York and the Buffalo PBS affiliate WNED on the study.
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.
The Southern Sudan Interactive Radio Instruction (SSIRI) project is a program of the Southern Sudan Ministry of Education, Science and Technology (MoEST). Four SSIRI activities provide learning opportunities for children, adults, and teachers in South Sudan.
THELEARNINGVILLAGE: IRI programs based on the Southern Sudanese Primary School Syllabus.
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.
EDC will evaluate Adobe Systems Incorporated’s new signature initiative, Adobe Youth Voices (AYV), an international youth media making effort. Adobe and their program partners are training educators in five cities to lead youth media projects. The evaluation team will coordinate on-going evaluation to document the successes and challenges in implementing the initiative; and measure AYF effectiveness in meeting intended outcomes for teachers and students.
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.
Foundations of Science Literacy (FSL) is a comprehensive professional development program in science for preschool teachers. FSL integrates college-level coursework, mentoring, a nationally recognized science curriculum, and classroom-based assignments. The project’s goal is to support teachers’ abilities to create a classroom culture of inquiry and to engage their young students in authentic “minds-on” science explorations.
Cultivating Young Scientists (CYS) is funded by the Institute for Education Sciences, and builds upon FSL. CYS offers three major innovations:
The NASA Explorer Schools Project offers teachers and schools around the country curriculum support materials and opportunities designed around NASA’s unique mission of research and discovery. EDC will work as a subcontractor to Abt Associates, Inc. to assist in their evaluation of this project. EDC’s role will include contributions to the design of the logic model and formative and summative evaluation instruments, and data collection and analysis.
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.
Bilingual Radio for Colombia (Bilingüismo Radial para Colombia) is a pilot project providing basic English skills to rural Colombian children. Through the program, EDC is helping Universidad del Norte (UniNorte) to develop and produce Interactive Radio Instruction programs for English as a Second Language and to train primary school teachers to use the programs.
EDC and a technical committee of computer scientists and thought leaders in computational thinking (CT) will develop and validate a common core of CT skill sets used by scientists, technicians, technologists, engineers, and mathematicians in U.S.STEM (science, technology, engineering, mathematics) workplaces.
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
Fostering Mathematics Success in English Language Learners is an EDC professional development program. It studies the effects of the Fostering Geometric Thinking Toolkit (FGTT) on teachers of English language learners (ELLs).
The program tests the hypothesis that geometric problem solving, as experienced through FGTT, invites diagramming, drawing, use of colloquial language, and gesturing to complement mathematical communication and affords teachers opportunities to support ELL learning.
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.
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.
Early Language and Literacy Classroom Observation (ELLCO) is a tool for evaluating and improving classroom environments and teacher practices as they relate to children’s language and literacy development. EDC offers training-of-trainers events to build a team of qualified professionals who can provide ELLCO training nationwide.
During the training, participants:
Learn foundational information about ELLCO
Practice ELLCO scoring using written scenarios and video vignettes
Working with science and education professionals, a group of youths will design, build, and staff a virtual science center. Over the course of the project, the youth will acquire Science, Technology, Engineering and Math (STEM) knowledge and a range of information and communication technology (ICT) competencies. EDC will conduct the project’s evaluation, looking at the youth’s understanding of science concepts and their development and articulation of ICT workforce skills.
This project will develop and test a Web-based innovative analytics assessment system that will give students and teachers immediate feedback and just-in-time support to advance science literacy and science learning.
EDC’s role is to author universal design elements into four learning experiences from Foundation Science: Physics.
YouthBuild USA’s Green Initiative provides opportunities for the program’s students and graduates to pursue green careers and environmental leadership, while increasing the production of green affordable housing. EDC’s EdTech Leaders Online partnered with YouthBuild to develop a seven-week online course to engage YouthBuild instructors in readings, activities, and discussions that develop knowledge and skills to incorporate green building and other environmental concepts into their classroom curriculums.
This three-year project, funded by the Bill & Melinda Gates Foundation, will create, test, and scale a suite of digital tools that will help teachers develop effective instructional routines and their own curricular resources for teaching middle-school social studies and history with primary sources.