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.
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.
EDC developed Impact Mathematics, a middle school mathematics curriculum that includes a full year of algebra by the end of grade 8. Based on Access to Algebra, materials developed in Australia, the curriculum is rooted in principles of active learning and includes geometry, statistics, probability, and algebra. A teacher’s guide provides classroom strategies and information about the historical background of the mathematics.
EDC and the Concord Consortium collaborated to develop “web-labs”: online genetics applications designed for middle and high school students. The project supports teachers’ use of the software by customizing it to teach specific genetics concepts and content. Project staff also developed teachers guides and other support materials.
This project is designing, producing, and pilot- and field- testing three modules to add to a K-6 professional-development curriculum called Developing Mathematical Ideas. The new modules cover the topics of geometry, measurement, and data analysis and help teachers both learn the mathematics content for themselves and explore how children approach it.
In collaboration with the National Institute of Out-of-School Time (NIOST), EDC’s Center for Science Education worked with six science centers around the country to introduce design-engineering activities into afterschool programming. CSE developed the curricula for the engineering projects; NIOST provided technical support for their implementation. Through monthly workshops, science centers introduced the curricula to program leaders of participating community agencies.
This project developed Web-based materials to support the national America Counts initiative, in particular, mathematics materials for use in mentoring K–9 students. Also developed were training materials—both print and video—to support coordinators of mentoring programs.
This project, a research collaboration with the University of Wisconsin and State University of New York at Buffalo, investigates how students of different ages develop an important cluster of geometric ideas—patterns, units and repetition, transformations, and symmetries—in classrooms where students use specially designed software integrated with other learning experiences.
CSE is developing Explore It!, an out-of-school curriculum in which children explore familiar phenomena in an extended manner using simple materials to foster science learning. These investigations will provide an experiential foundation for the development of concepts aligned with the national standards addressed in formal school curricula.
This project has produced a high school curriculum that integrates academic (biology) and technical (biotechnology) education to create opportunities for all students to progress to higher education and to enter the high-skilled workforce. EDC works with education and industry advisors to ensure that the curriculum meets these goals. In this phase, we field-tested, evaluated, and revised two units, Microbe Detectives: Solving a Medical Mystery and A Genetic Puzzle: The Search for a Solution.
NEIR*TEC helps state and local educational leaders address the many challenges involved in using technology effectively, emphasizing the needs of schools in underserved urban and rural communities. NEIR*TEC, one of 10 regional technology-in-education consortia, serves the six New England states, New York, Puerto Rico, and the Virgin Islands.
Building on the work of EDC’s Addressing Accessibility in Middle School Mathematics, this project designs and implements a professional development model and materials that enable mathematics and special education teachers to successfully support students with disabilities in regular mathematics classrooms. The model includes workshops, example lesson adaptations, and school-based study groups. Project staff work with schools that use standards-based middle school mathematics curricula.
EDC leads an international team of researchers to learn from and with children who are intensive, long-term users of information and communication technology (ICT). Increasingly recognized as an emerging global phenomenon, “power users of ICT” are challenging us find new ways to nurture their interests and talents in schools and informal learning settings. To that end, EDC gathers baseline data on power users of ICT around the world and creates opportunities to engage them in relevant activities (i.e., First International Symposium on Power Users of ICT, Costa Rica, 2005).
dot-EDU was an information and communication technology (ICT) intervention mechanism for USAID Missions seeking to improve education systems in their respective countries. dot-EDU sought to assist developing countries in strengthening learning systems that improve quality, expand access, and enhance equity through carefully planned applications of digital and broadcast technologies. The dot-EDU mission had two foci. First, dot-EDU provided training and technical assistance to support USAID Missions in developing and implementing technology-assisted applications.
EDC’s Gender, Diversities, and Technology Institute works at the intersection of gender, race, ethnicity, socioeconomic status, disability, culture, and sexual orientation seeking to understand how technology can support the development of democracy and human rights. Projects focus on increasing participation in and distributing ownership of the “new knowledge society” brought about by emerging technologies.
EDC, together with Academy for Educational Development, provides technical assistance at the regional level to Mali’s Ministry of Education. This technical expertise, particularly in the areas of data analysis and financial accounting, uses education data for sound activity-planning and resource-allocation decisions.
Literacy and Community Empowerment Program (LCEP) is an integrated community development initiative that includes components in literacy, capacity building for income generation, and local governance in Afghanistan. Within the literacy component of LCEP, EDC is responsible for two interrelated subcomponents: the establishment and ongoing development of a Women’s Teacher Training Institute in Kabul and the implementation of the Afghan Literacy Initiative.
The project will create instructional materials, for use in seminar settings with teams of school and district leaders from middle and high schools, to support school and district leaders who are experiencing increasing pressure to improve the mathematics performance of students in their schools–at a time of raised expectations for all students’ enrollment in algebra and more participation in higher-level mathematics courses in high school.
Through the Education Quality for All (EQUALL) project, EDC and our partner organizations implement activities designed to strengthen the quality and expand the coverage of complementary education in Ghana, and to create stronger linkages between nonformal and formal basic education programs. This effort will result in increased access to basic education for children—especially girls—who have not had the opportunity for schooling due to social, occupational, cultural, or other reasons; and in increased learning outcomes among participating children.
The MathScape: Seeing and Thinking Mathematically Curriculum Center provides support to school districts using the MathScape curriculum. The center offers training institutes and workshops, hosts a Web site offering online support, develops implementation materials, and disseminates information about the curriculum’s effectiveness.
ERO is working with the Death Penalty Information Center to develop a set of case studies for use in college courses to explore issues surrounding the public debate over the death penalty. The materials will include teaching cases designed to promote discussion, accompanying teaching notes, guidelines for investigating relevant data, and bibliographic resources.
EDC delivers intensive professional development for afterschool providers in the integration of academic content in afterschool programming. Created in partnership with the Afterschool All-Stars, Citizen Schools, CNYD, and Foundations Inc., the trainings emphasize experiential learning approaches, positive youth development principles, and on-going staff leadership and development.
The FunWorks is a digital library of career exploration resources for youth ages 11 to 15. The FunWorks provides “real world” experiences and uses children’s current interests and passions, such as music and sports, to help them explore exciting future careers in science, technology, engineering and mathematics (STEM). The site was designed for and by children—over 300 young people have participated in the design and launch of this one-of-a-kind collection from the initial concept to design, usability testing, and launch.
This design study uses information technologies to enhance pre- and in-service professional development programs within National Science Foundation’s Math and Science Partnerships (MSPs). The project informs the MSPs about online tools and techniques, consults with a set of MSP projects, develops selected MSPs’ capacity to incorporate effective online professional development, collaborates with MSP evaluators that use online technologies, and assesses the prospects for conducting further work in this area.
This project is producing, piloting, and disseminating the Seeing the Connections curriculum modules. The curriculum helps preservice teachers develop important mathematical knowledge and skills required in their future careers—designing effective lessons, emphasizing certain ideas over others, connecting ideas across the grades, understanding germs of insight in students’ questions, and placing topics in the precollege curriculum in the broader mathematical landscape.
The Center for Improving Technology in Education (CITEd) supports general and special education teachers, specialists, and administrators in developing systems that effectively integrate instructional technology so that all students achieve high educational standards. CITEd provides this support through innovative professional development, technical assistance, and Web-based resources.