GSDL provides high-quality digital resources to: (1) help educators promote interest and engagement with STEM (science, technology, engineering and mathematics) education by learners of all ages, particularly females; (2) encourage learners to pursue science education and future careers in science; (3) provide an inter-disciplinary examination of the role of gender in the creation, teaching, and learning of science; and (4) build community among all interested users for the purposes of inquiry, information exchange, best practices development, and mentoring.
This project addressed gaps in the current state assessment system and explored the following questions: Where are the gaps in the assessment system? Who are the students affected by these gaps? What are the appropriate assessment systems for students in the gaps? After answering these questions, the project developed and piloted an assessment prototype to address the problem and meet student needs. Completed research studies are available on the project Web site.
The ITEST (Innovative Technology Experiences for Students and Teachers ) Learning Resource Center at EDC held a convening to develop a theoretical research framework to guide future research on youth motivation in STEM (science, technology, engineering, and mathematics), with a particular emphasis on populations most underrepresented in the STEM workforce.
Participants focused on two guiding questions:
What is currently known about motivation in STEM for underrepresented youth?
What can be done to cultivate new research around STEM motivation for underrepresented youth?
The National Science Digital Library (NSDL) is an online portal for education and research on learning in
Science, Technology, Engineering, and Mathematics (STEM). The NSDL Youth Resources project (NYR) is designed to increase utilization of the NSDL by middle school students and their teachers by adding relevant, high-quality and engaging content. The project focuses on the quality, accessibility, and interactivity of content to determine what student’s identify and conceptualize as high-quality online STEM content.
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.
In a letter to the editor, EDC’s June Mark and Bryan Wunar comment on the best time to teach students algebra: “Rather than push for all students to take a formal algebra course at any particular grade level…we should focus on improving students’ algebraic instruction and understanding at all levels.”
In her piece for the new Harvard Ed Letter, writer Laura Pappano speaks to EDC’s Paul Goldenberg and others about the right time to teach algebra, and ways to encourage algebraic thinking in students before eighth grade. Grade school math is “what you do with paper,” says Goldenberg, but paper work is typically about computation and answers, not mathematical reasoning. Presenting problems orally and framing them as a continuation of earlier ideas, rather than a “frightening new language,” can help, he says.
EDC co-sponsored a special report on science, technology, engineering, and mathematics (STEM) education in USA Today that appeared over New Year’s weekend. The report, prepared by Media Planet, was distributed in New York, Los Angeles, Chicago, Boston, and Cleveland, reaching more than three million readers.
Eighth-grade students who are “algebra ready” and take an online Algebra I course because their schools do not offer the class, outperform their peers in algebra knowledge and are twice as likely to take advanced mathematics classes in high school. This according to a rigorous new federally funded study conducted by the American Institutes for Research (AIR) and Education Development Center, Inc. (EDC) for the Regional Educational Laboratory Northeast and Islands (REL-NEI).
EDC is cosponsoring the 2011 Massachusetts STEM Summit, a forum for policymakers, educators, and funders to set the course for future state education initiatives in science, technology, engineering, and mathematics (STEM).
EDC has won one grant award—and is a partner in two other awards—in the latest round of the Next Generation Learning Challenges (NGLC), which announced $7 million in funding for 19 innovative programs to help students master seventh- to ninth-grade level math and reading content.
Engaging the interest and passion of young people in science, technology, engineering, and math (STEM) is the goal of educators, researchers, and policymakers attending the eighth annual ITEST Summit, March 3–4, 2011 at the Westin Arlington Gateway in Arlington, Virginia.
EDC has received more than $5.6 million from the National Science Foundation (NSF) to conduct research and develop programs to boost the learning and teaching of science, technology, engineering, and math (STEM).
For his contributions to mathematics education over four decades, Mark Driscoll of Education Development Center, Inc. (EDC), has been awarded the Ross Taylor/Glenn Gilbert National Leadership Award from the National Council of Supervisors of Mathematics (NCSM). Driscoll received the award last month at the annual NCSM conference in San Diego.