EQuALLS2 increases access to quality basic education and livelihood skills in areas most affected by conflict and poverty in the Philippines (primarily the Muslim areas in the Mindanao island group in the south). EQuALLS2 is a large-scale project that seeks to benefit 345,000 children and youth in 37 municipalities and four cities by training 37,238 educators and school officials, building the capacity of 850 local education stakeholder groups, and expanding local education resources through public-private partnerships.
The Partnership to Improve Student Achievement in Physical Science: Integrating STEM Approaches (PISA2), a project of the Center for Innovation in Engineering & Science Education at Stevens Institute of Technology, is working with 12 districts throughout New Jersey to provide graduate training in physical and earth sciences and professional development to 400 in-service elementary and middle-school teachers and 120 school leaders over the next five years. EDC serves as the external evaluator for PISA2.
EDC, the University of Michigan, and the Center for Applied Special Technology are applying the principles of Universal Design for Learning (UDL) to customize science curricula to serve a wide range of student learning needs.
This project, through a cooperative agreement with the NSF, is establishing and maintaining the Discovery Research (DR) K–12 learning resource network, known as CADRE, with the aim of advancing the state of research and evaluation in STEM education and promoting the goals of the DR K–12 program. CADRE provides support services to grantees of this program, which enhances student and teacher learning of the STEM disciplines through the development, implementation, and study of resources, models, and technologies.
CME Project Mathematical Practices Implementation (MPI) Study is a four-year, mixed-methods research study looking at teachers’ implementation of the CME Project, a high school mathematics curriculum organized around mathematical habits of mind.
The MPI study will examine:
Teachers’ use of the CME Project
The role of the CME curriculum in the mathematics classroom
EDC’s accompanying professional development in supporting teachers’ mathematical knowledge for teaching
This five-year project is directing the evaluation of the Marine Biological Laboratory’s Wolbachia Project, which provides high school teachers and students an opportunity to learn important concepts and techniques as they participate in authentic modern microbiology research.
The Boston Science Partnership was a five-year NSF-funded Math and Science Partnership project designed to improve science teaching and learning in Boston’s middle and high schools, enhance university-level teaching by STEM faculty, and ensure the university partners’ continued support for and faculty involvement in science education. The Boston Public Schools, the University of Massachusetts Boston, and Northeastern University are the principal partners. Harvard Medical School and the College Board participate as supporting partners.
This project develops, implements, and studies a dual model of professional development that adds an online platform to traditional professional development: the Active Physics Teacher Community (APTC).
Information from the Suicide Prevention Resource Center at EDC is cited in this story about state-mandated training for suicide prevention. Since 2007, Utah and 11 other states have approved versions of the Jason Flatt Act, which requires states to provide suicide awareness training to school employees, including teachers, nurses, counselors, school psychologists and administrators.
In his Curriculum Matters blog, reporter Erik Robelen talks to EDC’s Ruth Krumhansl about the launch of the new Oceans of Data Institute, as well as a number of other EDC efforts that are helping schools make use of big data in the classroom.
EDC is part of the winning team to receive a two-year, $1 million Fast Track Award from the U.S. Department of Education’s Institute of Education Sciences to create and study a tablet-based interactive digital game for middle school history classrooms.
EDC will evaluate Adobe Systems Incorporated’s new signature initiative, Adobe Youth Voices (AYV), an international youth media making effort. Adobe and their program partners are training educators in five cities to lead youth media projects. The evaluation team will coordinate on-going evaluation to document the successes and challenges in implementing the initiative; and measure AYF effectiveness in meeting intended outcomes for teachers and students.
The Social Legacy Program (SLP) reaches out to youth and other vulnerable groups in the Europe and Eurasia region, giving them the tools they need to become local leaders and promote social change. Due to widespread socio-economic insecurity and a dramatic collapse in basic social services, these groups face great barriers to finding work and gaining viable skills, while the region on the whole struggles to make the transition towards market-oriented, democratic societies.
E-Learning for Educators, funded by the U.S. Department of Education’s Ready to Teach program, seeks to establish successful, sustainable, statewide online professional development programs that address teacher quality and student achievement goals. Through its EdTech Leaders® Online program, EDC supports this initiative by establishing a cadre of online professional development instructors and course developers within each state.
EDC has been awarded a grant from the social networking site Facebook to research schools’ efforts to prevent cyberbullying and what social networking sites can learn from local programs. The award is one of four Digital Citizenship Research Grants given by Facebook. As part of its grant, EDC will focus on cyberbullying prevention, conducting research in approximately 25 school districts in Massachusetts as they formulate and implement state-mandated bullying prevention efforts.
The NASA Explorer Schools Project offers teachers and schools around the country curriculum support materials and opportunities designed around NASA’s unique mission of research and discovery. EDC will work as a subcontractor to Abt Associates, Inc. to assist in their evaluation of this project. EDC’s role will include contributions to the design of the logic model and formative and summative evaluation instruments, and data collection and analysis.
This project is evaluating the Talk Science! program, led by TERC, which strives to study and enhance the development of teachers’ skills in managing productive classroom talk in inquiry-based science.
The Talk Science! project will document teachers’ learning and study the changes in discussion patterns in 18 science classrooms in urban, suburban, and rural schools. The project’s hypothesis is that aligning professional learning with conceptually driven curricula and emphasizing the development of scientific discourse will change classroom culture and increase student learning.
The Ecosystems and Evidence project, a collaborative exploratory research and development project in partnership with Rutgers University and the Institute of Ecosystem Studies, addresses the question:
“Can students gain an understanding of the nature of ecological science (NOES) in high school biology and environmental science classes that is useful and productive in guiding them toward environmental citizenship?”
To address this question, the project will:
Identify the essential elements of NOES
Investigate how these elements can be taught and learned
Fostering Mathematics Success in English Language Learners is an EDC professional development program. It studies the effects of the Fostering Geometric Thinking Toolkit (FGTT) on teachers of English language learners (ELLs).
The program tests the hypothesis that geometric problem solving, as experienced through FGTT, invites diagramming, drawing, use of colloquial language, and gesturing to complement mathematical communication and affords teachers opportunities to support ELL learning.
EDC is a partner in the launch of a new Center for Innovative Research in Cyberlearning (CIRCL), an initiative led by California-based SRI International in collaboration with NORC at the University of Chicago. The five-year, $4.5 million effort is funded by the National Science Foundation (NSF) Cyberlearning program.