WWhile research has identified a number of effective suicide prevention strategies, many have not been put into practice. Through this project, EDC will create two toolkits with easy-to-use educational materials and interactive resources that will also focus on institutional and personal barriers that prevent suicide from being addressed in each setting, and provide motivation to create more positive environments.
Teachers’ Domain: Engaging Alaska Natives with the Geosciences collection aims to increase Alaska Natives’ exposure to and involvement with geoscience-related issues that are directly relevant to their lives. CCT will conduct the evaluation of the collection to examine the ways in which teachers are accessing and using the media materials and the impact on both native and non-native Alaskan high school students.
Mission America: The Road to Revolution (working title) is an adventure game (the first in a proposed series of ten) that immerses middle school-aged students and game players in historical events and personalities in colonial Boston during the years leading up to the American Revolution. The game is one seven prototype projects funded by the Corporation for Public Broadcasting’s $20 million the American History and Civics Initiative, which seeks to develop multi-platform interactives that will engage youth in deepening their knowledge of history and civics.
EDC is conducting a two-year pilot study to address critical methodological challenges inherent in doing longitudinal research linking informal science, technology, engineering, and mathematics (STEM) experiences and school achievement: first, addressing selection bias through careful selection of a comparison group that is comparable to the intervention group, and second, developing a qualitative design that both complements and extends the quantitative data collected.
Through this program 10,000 students in 12 schools in rural KwaZulu-Natal, South Africa are receiving health education, health services, and computer education. A mobile van is traveling around to communities in the areas providing these services. EDC developed the health education curriculum, trained health educators, and is assisting in the planning and evaluation of this project for Mpilonhle, a South African NGO.
Building on our previous collaboration to track assessments of 21st century skills (Assess21), the Partnership for 21st Century Skills has engaged CCT to develop a series of online resources to help states understand and support the teaching, learning and assessment of 21st century skills. We are also identifying state-level resources that address key educational components needed to bring those skills into the classroom.
TEACH-VIP is a comprehensive violence and injury prevention and control curriculum, developed by the World Health Organization and a global network of experts, covering a wide range of topics, designed to be delivered as face-to-face training. To make this curriculum more widely available, EDC created an instructional design approach for conversion of the face-to-face exercises and materials into an electronic, self-paced format with interactive lessons for the World Wide Web and CD-ROM.
Through the Higher Education Center for Alcohol, Drug Abuse, and Violence Prevention, EDC helps college and community leaders develop, implement, and evaluate programs and policies to reduce student problems related to alcohol and other drug use and interpersonal violence.
In Muslim Mindanao, almost an equal number of school-age children and youth are out of school as are in school. As this Filipino community faces ongoing instability due to continuing conflict, an EDC program has been helping teachers, students, and out-of-school children and youth in the Philippines address the challenges in advancing education in their community.
The impact is evident. Watch these brief (about a minute) videos as Sahid Mohammad, Norhuda Abubakar, and Rose Villaneza tell you about their experiences.
In Muslim Mindanao, almost an equal number of school-age children
and youth are out of school as are in school. As this Filipino
community faces ongoing instability due to continuing conflict, an EDC
program has been helping teachers, students, and out-of-school children
and youth in the Philippines address the challenges in advancing
education in their community.
The impact is evident.
Watch these brief (about a minute) videos as Sahid Mohammad, Norhuda
Abubakar, and Rose Villaneza tell you about their experiences.
Schools are both educational environments and workplaces that employ thousands of people in the Caribbean. Educational systems can play an important role in protecting the health of those who work within them and the students who learn and play there. Policies within the education sector and workplace in the Bahamas must therefore address the HIV and AIDS epidemic. A three day workshop in the Bahamas was planned and conducted by EDC to develop a draft Education Sector Policy for HIV and AIDS.
EDC in collaboration with partners in education, youth media and business, is creating a youth-produced, Web-based media series and companion educator materials on science and engineering careers, targeting girls from underserved groups (minority populations, youth of low socioeconomic status and those with disabilities). The Girls Communicating Career Connections (GC3) project’s media series—short video segments produced by middle school aged girls—will capture the inquiry-based learning experiences of girls, as they investigate what it means to be a scientist or engineer.
In communities around the world, school fees can be so prohibitive for families that many students enroll late, drop out, or fail to attend at all. And when, as in the war-torn Democratic Republic of Congo (DRC),
the government is not able to support the schools, communities and families must resort to creative ways of generating income so that children can
Changes in a student’s routine, such as the journey from primary to secondary school, can be rocky. For students with disabilities and for English language learners, these transitions can mean the difference between success and failure. This was just one topic discussed during a recent study tour at EDC involving education policymakers and practitioners from both the Republic of Ireland and Northern Ireland.
Cooperative learning is a key element of student-centered learning. The
teacher facilitates group work and work in pairs as a means for
students to both learn from one another and spark their abilities to
problem-solve. This video clip demonstrates how teachers and students
from Egypt use cooperative learning in the classroom. Through the New
Schools Program (NSP) and Education Reform Programs (ERP) EDC provided
face-to-face training to teachers in the principles of cooperative
learning, and how to apply it to their daily lessons.
This project is developing two products for the National Institute for Literacy. The products will be used by schools and other organizations and groups to engage parents with low literacy skills in supporting their children’s (kindergarten through third grade) literacy development through fun, at-home activities. The products include a facilitators manual and parent activity guide. EDC project stasff are working with national literacy experts on the development of the products.
EDC is making history with an elementary girls school in Pakistan. The country’s first-ever solar-powered resource center, located within the school, is powered only by 28 panels bolted on the roof producing an average of 1,800 watts of energy at any moment during daylight hours.
Business and education leaders from the United States
and the United Kingdom have teamed up to draw on each other’s strengths and to share ideas for improving engineering instruction. The result: Partnerships for Tomorrow, a collaboration to explore approaches to science, technology, engineering, and math—commonly referred to as “STEM.”
Over the past 25 years, the number of school-age children in the U.S. who speak a language other than English at home has increased from 3.8 to 9.9 million. These students often lag behind their peers academically and schools are struggling to find ways to increase their level of achievement. The challenges in mathematics class are especially difficult.
Even when students can read, do they always understand? That is the concern of EDC’s literacy experts, who are exploring the use of technology in boosting three key aspects of reading comprehension: identifying themes, sorting information, and connecting ideas.
In Uganda, where interruptions to the power supply are frequent, Internet
access is spotty. But a low-cost, low-energy computer lab set up for training rural teachers averts these problems, which tend to damage computer equipment and make it hard to reliably access the Web.
“Creative and joyful” were the adjectives President Bush used to describe classroom lessons
he observed in Indonesia while visiting with students and teachers taking part in EDC’s national education program there.
EDC’s work with eight Rhode Island middle and high schools to improve student performance on state standardized tests has produced initial successes, according to Leslie Hergert of EDC’s Center for Family, School, and Community.
EDC’s initiative to decentralize and revitalize Indonesia’s schools by improving the quality of teaching has taken root in 535 schools and will ultimately include more than 2,000 schools in the world’s fourth most populous country.
Like many states across the nation, Mississippi faces a shortage of classroom teachers, with many unable to enter the classroom because they lack the proper credentials to receive teaching certificates.
The U.S. Department of Education has announced that Education Development Center, Inc. (EDC), in partnership with WestEd and American Institutes for Research (AIR), has been awarded a five-year $38 million contract to lead the Northeast and Islands Regional Education Laboratory (NEIREL).
In many communities across Ghana, local leaders, parents, and other citizens are coming together to recreate their own schools. Working from the ground up, community groups participate in every aspect of school decision-making, from identifying the learning needs of their children, to constructing a space to hold classes, to recruiting, training, and compensating teachers.
Nearly half the U.S. Latino population ages
18–25 have not completed high school, and
only 15 percent earn a postsecondary
degree, according to a recent report by the
Education Commission of the States. To
improve students’ opportunities for higher
education, EDC developed the project
known as PALMS (Postsecondary Access for Latino Middle-
A shortage of “college knowledge” may hinder Latino families from realizing their dreams of a college education for their children, according to a recent study by the Tomas Rivera Policy Institute (TRPI).