A new series of online courses from EDC is helping U.S. history teachers make the most of primary source documents, such as letters, pamphlets, and journals, and trips to historical sites to enhance the learning experience for their students.
EDC program staff will develop systems for teacher management and professional development as well as create a rich variety of classroom resources, including Interactive Radio Instruction (IRI) programs for Malian children in all grades.
Over the next 18 months, EDC will investigate how universities work with school districts to train principals, and which features of that partnership work best. The Wallace Foundation has awarded EDC $1.2 million to explore university-district preparation programs, using surveys, interviews, and observations to document the kinds of curricula, field experiences, and recruitment practices used in the programs.
With 50 percent of students in Malawi dropping out of school
by fifth grade, the Malawian government decided to try a new
approach: it introduced an innovative national curriculum, which
today is rapidly gaining in popularity among teachers and
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.
EDC researchers are analyzing what works in online professional development programs by studying Teachers’ Domain, a program for high school science teachers. Offered by PBS TeacherLine, the program uses science materials and multimedia resources to deepen teachers’ knowledge of science content and enhance their teaching skills.
Staying informed about rapidly changing fields like genetics and evolution can be challenging for today’s science teachers, and many are turning to online programs to help them keep pace. But even as the number of online professional development programs is growing, very little is known about their effectiveness.
As the Latino population in the United States grows, so does a large achievement gap. An EDC-designed professional development program is helping preschools offer an enriched program that is interactive and culturally and linguistically responsive.
Lalao Evangeline is curriculum coordinator for the Toamasina II school district in Madagascar. This year she and a group of colleagues joined coordinators from five other districts in an effort to remake teacher training in their country.
Have you ever wondered why a cake rises? How the bubbles get in the soda bottle? What makes a bathtub boat float or sink? If you answered “yes” to any of these, you’re in good company. Educators from around the country recently gathered at the Children’s Museum in Boston to investigate questions like these, part of a national initiative to bring high-quality, hands-on science to thousands of children in afterschool programs around the country.
What does it take to turnaround an “underperforming” district? This question becomes more urgent every day as the number of districts earning this designation grows—and the consequences get tougher.
For EDC’s Barbara Miller, “turnaround partner” for the Winchendon (Massachusetts) Public Schools, the answer begins with some hard thinking about where an outside advisor like herself can have the biggest impact quickly.
At first glance, Jane Parfitt’s pre-K classroom at the Highland Park Child Care Center in Woonsocket, Rhode Island, looks like any good preschool classroom. There’s the writing center and book corner, the dramatic play area, the blocks, easels, and cubbies. There’s the alphabet strung on the wall, along with quilts and family pictures.
What does it take to close
the achievement gap in science? Researchers in EDC’s Center for Children & Families would tell you that real solutions involve starting early. They’ve developed Foundations of Science Literacy, a college-level science course for preschool teachers. Foundations introduces fundamental concepts in the physical sciences at the adult level along with strategies for making the material
fun and accessible for preschoolers.
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.
In response to the in-service training needs of Mali’s primary education teachers, USAID/MALI began support of the “Teacher Training via Radio” program, or “FIER” (Formation Interactive des Enseignants par la Radio) in 2004 in seven regions.
dozen middle and high school teachers seated around a U-shaped table
are scrutinizing stacks of papers spread out before them. The papers
include a math problem that one of the teachers’ classes worked on the
previous week, copies of student work on the problem, and a transcript
of the classroom conversation among one group of students. EDC’s Mark
Driscoll stands at the center of the U, leading the teachers through a
careful analysis of the “artifacts” before them.
professional education for teachers and administrators has been a
rapidly expanding industry over the past several years. Educators and
districts across the country have been drawn to the convenience
provided by online courses and workshops. But how effective are these
courses, and what features determine the success of an online offering?
Since 1997, EDC has been working to improve literacy instruction in Guinea as part of a comprehensive school reform program known as the Fundamental Quality and Equity Levels (FQEL) Project, funded by the US Agency for International Development (USAID).
EDC has been selected by the United States Agency for International Development (USAID) as a lead organization to implement the Assistance to Basic Education (ABE/BE) initiative, USAID’s new Indefinite Quantity Contract mechanism to support quality basic education around the world.
More than 75 percent of teachers use the Internet every day for instructional purposes. Are they finding what they need? Are they equipped to integrate it into their classes? Do the materials improve the quality of instruction? These are some questions that EDC’s Center for Children and Technology (CCT) addresses in a new report on a PBS Web site called In Search of Shakespeare.
Peru’s Ministry of Education and EDC are working together to improve education quality and promote digital literacy in the Junin, Pasco, and Ucayali regions. Photojournalist Karl Grobl recently traveled to the Pasco region in Peru to document the work we’re doing with teachers to develop project-based learning through the use of technology to engage and enliven the classroom. By project-based learning, we mean the use of strategies that encourage active, student-centered learning and provide opportunities for students and teachers to work and learn together.
“Good early child care programs build on what each child brings to the center—in terms of culture, language, and experiences,” says EDC’s Costanza Eggers-Piérola. “But
how do non-Latino staff reach out to Latino families? How do they reinforce early literacy skills among non-English-speaking children? How do they attract and support Latino staff members?”
Since 1997, EDC has been working to improve elementary education for nearly every child in the West African nation of Guinea. The program, funded by the US Agency for International Development (USAID), is reaching more than 6,000 schools and nearly one million children through teacher training, radio based instruction, and other educational materials.
Nearly half of the new teachers in America’s classrooms today will leave the profession within their first five years of teaching, according to a recent report by the National Commission on Teaching and America’s Future, with science and mathematics experiencing even higher rates of teacher turnover than the profession as a whole. This new data has shifted the focus of policy discussions about the supply and professionalism of America’s teaching force from strategies for recruiting teachers to strategies for keeping them.
The school administrators’ role has never been more challenging. They oversee increasingly complex, high-tech facilities while serving more and more diverse communities. But the central task remains the same: improving teaching and learning within a school or a district.
Over the past several years, a number of educators and school districts have experimented with different models of online professional development (OPD)Web-based courses designed to supplement or take the place of face-to-face workshops. However, little is known to date about the impact of OPD offerings on students, classrooms, and schools.