Working with Vulcan Productions and the Paul G. Allen Family Foundation, EDC is developing, implementing, and evaluating a set of materials designed to help leadership teams be more effective leaders of quality instruction in their schools and districts.
The toolkit features:
A keynote video
A series of instructional modules for leadership teams
EDC is working with ConnectEd: The California Center for College and Careers, with support from The James Irvine Foundation, to develop a curriculum for career sector academies in California public high schools. This project focuses on the arts, media, and entertainment (AME) sector.
EDC is working closely with practitioners, higher education, and California schools to:
Develop two foundations courses: Visual Arts and Media and Digital Design.
Model integrated units in mathematics, social studies, science, and English/language arts.
The project’s multidisciplinary research and development team has been investigating whether the integration of a specific kind of computational model i.e., simulations into a high school science curriculum, can support students from diverse academic, ethnic, and socio-economic backgrounds in developing computational literacy—a capacity to understand relationships between domain knowledge and the mathematical, algorithmic, and modeling processes that are the building blocks of computational science.
In this project, CSE draws on its own and other resources at EDC to provide technical assistance to the management of the Presidential Award program. Every year, that program honors exceptional science and mathematics teachers from every state. CSE facilitates the program’s work in several ways. Staff connects the project with national science and mathematics leaders who take a role in the awards process.
The Enhanced Assessment project is a federally funded 18-month project that supports New England states in their development of large-scale assessments that address the needs of students with disabilities and English-language learners.
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.
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 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.
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.
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.
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.
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.
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.
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.
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.
CAE edited and managed this international peer-reviewed journal, which was an initiative of the Robert Wood Johnson Foundation’s Last Acts Task Force on Institutional Innovation. The journal reached more than 8,000 health care providers each month and featured thematic issues that highlighted promising practices and expert commentary.
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.
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.
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.
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.
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.
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.