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.
MA-TLC provides district leaders with professional development activities and ongoing support to help them establish the essential conditions for using technology effectively in their schools and districts. The program’s multifaceted approach integrates in-person institutes with online activities.
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.
Most teens work by the time they graduate from high school. Although work can be a positive experience, it also has risks. Every year 100,000 teens are seriously injured on the job. To improve the safety of young workers, the center provides training for the staff of school and community-based job readiness and placement programs, preparing them to teach teens about occupational safety and health. The center also provides seminars, technical assistance, and resources to employers of youth and to other education and employment-related organizations serving youth.
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.
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.
In Phase 1 of this project, CC&F/EDC led the development of “Connections and Commitments: A Latino-based Framework for Early Childhood Educators.” “Connections and Commitments” identifies four key values in Latino culture and describes their implications for early childhood practice. In addition, CC&F/EDC designed an online bilingual resource to provide increased access to standards-based, culturally and linguistically responsive professional development materials and strategies for working with Latino children, families, and staff.
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.
CC&F/EDC and its partners are collaborating on this planning grant. Each institution is conducting a small-scale research project that builds on its current curriculum work. Extending the work of the Tool Kit for Early Childhood Science Education project, CC&F/EDC is developing tools that can be used to examine the effectiveness of early childhood teaching and learning in the Young Scientist Series.
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.
Strengthening Operations for Learning And Results (SOLAR) is a training and technical assistance (T/TA) planning and evaluation process. Project SOLAR is designed to support Head Start programs in their staff improvement and overall program improvement goals. The project is developing a Web-based T/TA tool suite to assist local Head Start program leaders in developing and managing T/TA plans. The centerpiece of the tool suite is a set of five staff performance inventories that allow managers to record, analyze, and compare assessments of staff skills and knowledge.
EDC is designing and facilitating a process involving eight Roman Catholic seminaries in the development of assessment measures for seminarians. The project draws upon EDC’s previous work in developing skill standards and assessment tools based on those standards. The project will result in an occupational analysis, rubrics that integrate both the occupational responsibilities of priests and the behavior attributes promoted during seminary formation, and a framework for designing portfolios rooted in these materials.
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.
EDC is working with the National Law Enforcement Museum to develop the Domestic Violence Awareness Program (DVAP).
DVAP is a professional development program for teachers, administrators, school resource officers, counselors, and other school professionals to help them identify, address, and develop community-wide support for students who are living in households where domestic violence occurs.
The National Center on Cultural and Linguistic Responsiveness will provide research-based strategies for working with children who speak languages other than English in classrooms and other learning environments.
The goals of the Center are as follows:
Promote research-based educational practices
Ensure that linguistically and culturally diverse preschool children and their families receive optimal support
Conduct national training events to advance understanding of how culture and dual language development in children affect learning