Although standards-based reform has increased the rigor and quality of mathematics education, those reforms have not been fully available to students with physical, developmental, sensory, and learning disabilities. One of the reasons for this deficiency is that teachers are not well prepared to implement the reforms with groups of students who have different needs, capabilities, and learning styles.
In the 1990s, HHD, together with World Health Organization (WHO), developed the Rapid Assessment and Action Planning Process (RAAPP) for School Health, an approach and package of tools—research instruments, training strategies, data analysis, and action planning techniques—to assess and strengthen a country’s capacity to deliver school health programs. Since 1999, RAAPP has been used in Indonesia, Nigeria, and, most recently, in India.
The Urban District Collaborative, a consortium of EDC, SRI, Bay Area Research Group, Policy Studies Associates, and mathematics directors from nine urban school districts, has built a National Math Directors Network to focus on the collection and use of evidence in shaping district policies on teachers’ instructional practice. The network convenes regular seminars and provides support for district-based research and evaluation.
This project established a model program for developing and supporting middle-grades science mentor-teachers. The project team worked closely with a group of experienced science teachers to improve their skills, knowledge, and confidence so they can effectively support novice science teachers from 10 to 12 demographically diverse school districts. Based on this model, CSE is developing a Facilitator’s Guide and accompanying videotapes. The model has been adapted in Cleveland, Ohio, Orlando, Florida (through the University of Central Florida) and Xalapa, Veracruz, Mexico.
ScienceQuest was a unique after-school program that supported community-based organizations who wanted to increase staff and organizational capacity; assisted youth (ages 10–14) in learning science, technology, and literacy; and increased the youths’ positive experiences with learning. Through training in I-Search methods and ongoing in-person and electronic support, coaches lead small groups in personally relevant explorations documented through youth-designed Web sites.
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 purpose of this project is to identify and document implementation issues experienced by Substance Abuse and Mental Health Services Administration community and school grantees who received support to implement and evaluate youth violence prevention efforts.
The National Science Foundation has funded the Pittsburgh Public Schools’ Local Systemic Change (LSC) and Urban Systemic Programs in K–12 mathematics and science. EDC is performing an evaluation of the programs. The evaluation is formative, shaping the work of teachers, teacher leaders, and administrators, and summative, looking at the impact of the work on teaching, learning, and district policies.
USAID, an independent agency that directs the U.S. federal government’s humanitarian assistance program in many sectors, extends aid to countries that are recovering from disaster, works to reduce poverty, and engages in democratic reforms. The Assistance to Basic Education (ABE/BE) initiative is an IQC (Indefinite Quantity Contract) designed to support USAID country offices worldwide by offering them the means to rapidly access high-quality and cost-effective technical expertise and implementation support for their basic education interventions.
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.
Facilitator institutes prepare a national group of prospective facilitators to teach two Lenses on Learning courses, which help school and district administrators support standards-based elementary mathematics instruction. Institute topics include elementary mathematics, the nature of standards-based mathematics instruction, what administrators need to know, and how they learn it.
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.
Through its national network of school districts, CSE created and disseminated Selecting Computer-Based High School Science Curricula: A Guide for Teachers. The guide enables teachers to maximize the growing and considerable investment this country is making in technology. Research shows that a scientific and technical education is critical for students to function in and contribute to society. The guide is available through the CSE Web site.
In this project, EDC staff synthesize research, undertaken since 1984, that examines the impact of inquiry science instruction on student outcomes. A range of studies are included, such as quantitative and qualitative research, formal experimental models, ethnographies, dissertations, and teacher-led studies. This project increases understanding of inquiry’s impact and helps explain the reasons for its effects.
The Zambia QUESTT Project aims to improve the quality of basic education delivery systems and to mitigate the impact of HIV/AIDS on children’s educational experiences (both in and out of government schools). To accomplish these objectives, QUESTT is leading several initiatives to improve teacher practice through the integration of Interactive Radio Instruction (IRI) in government schools and technology-based interventions. These interventions include the use of video and cell phone communication for both in-service and preservice teacher support.
The Columbia Center for New Media Teaching and Learning (CCNMTL) and developmental psychologist Herbert Ginsburg have collaborated on a project that uses video to help teachers look clinically at their early childhood students’ individual learning needs, particularly in mathematics. Through the project, Video Interactions for Teaching and Learning (VITAL), CCNMTL and Dr.
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.
The School Health Infrastructure Project (SHIP) is working with superintendents of large urban school districts and local health department commissioners to plan for and implement modern school health programs. Such programs integrate the resources of education, health, and social service agencies to improve outcomes around four types of goals to improve knowledge, health behaviors and outcomes, education outcomes, and social outcomes. They are systemwide initiatives that are based on collaboration of youth, families, and communities with school and health organizations.
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.
EDC is collaborating with three universities to study how classroom teachers in grades four through eight can provide access to a rigorous, standards-based curriculum to students with disabilities. Over five years, REACH is developing and studying instructional approaches that support all students as they engage in challenging content learning in language arts (EDC), mathematics (University of Puget Sound), science (University of Michigan), and social studies (University of Delaware). The project has a special focus on the discourse practices that students use in learning rigorous content.
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.