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.
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.
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 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.
This three-year research project, funded through the NSF’s Evaluation Capacity Building program, is developing and rigorously testing the Inquiring into Science Instruction Observation Protocol (ISIOP), which helps evaluators determine the nature of inquiry science instruction and the extent to which elements of it are present in middle school classroom teaching. The protocol relies on work from two other projects at EDC—Inquiry Synthesis and the Middle-Grades Science Mentoring Program—in addition to existing instruments from other researchers.
The MetroWest Youth Risk Behavior Survey is a 10-year initiative of the Massachusetts-based MetroWest Community Health Care Foundation to better understand and address the health needs of adolescents in the region.
Surveys are conducted biannually with middle and high school students and focus on issues such as:
Leading causes of morbidity and mortality among adolescents