What is the impact of multimedia use on young children? This article explores that question and includes details from a study by EDC and SRI International that tested the measures of early literacy after viewing PBS content.
The Oceans of Data Institute at EDC will take center stage at the Big Data and Analytics Curricula Conference this weekend, where institute director and EDC senior scientist Ruth Krumhansl will deliver the opening keynote.
EDC is collaborating with Abt Associates to examine the implementation and student and teacher outcomes of NASA’s Summer of Innovation Program. This includes developing and refining instruments, providing technical assistance, monitoring implementation, and conducting site visits for awardees.
The Urban Special Education Leadership Collaborative (Collaborative) is a network of special and general education leaders working together to improve outcomes for students with disabilities in the nation’s urban schools.
EDC is developing an assessment tool to help teachers quickly and effectively diagnose misconceptions students have about fractions and decimals. The Eliciting Mathematics Misconceptions (EM2) Project applies recent advances in cognitive science and mathematics education research to create a set of questions designed to assess these underlying misconceptions in grade 6 to 8 students. EM2 will develop and test an online interface that will record student responses, allow teachers to administer the questions electronically, and produce reports on each student’s misconceptions.
EDC is developing and testing a two-year, intensive professional development model for building middle grades mathematics teachers’ facility with formative assessment.
Using a combination of institutes, ongoing professional learning communities, and Web-based resources, this model attends both to teachers’ knowledge of critical aspects of formative assessment and their implementation of formative assessment in the classroom.
EDC is collaborating with Boston University and St. Olaf College to study the mathematical habits of mind (i.e., ways of approaching and thinking about mathematical problems) that secondary teachers use in their professional lives and to develop research instruments for measuring such habits.
Funded by the National Science Foundation, this three-year project will examine and compare the quality and quantity of science instruction provided by classroom generalists versus that provided by science specialists.
The project will:
Document the financial and human resources required by each science teaching model
Determine whether there are meaningful differences between the models and, if so, whether these differences affect student outcomes
EDC has been awarded more than $14 million in multi-year grants from the National Science Foundation (NSF) to begin new initiatives or to continue ongoing work to enhance science and mathematics teaching and learning from preschool through high school.
The Micro- and Nano-space Explorations of Health and Disease (MNEHD) project is part of the University of Southern Maine’s initiative to incorporate the health science-related studies of microbiology, nanotechnology, and electron microscopy into bioscience education.
This project is developing activity materials for informal science educators who work with middle school youth as they investigate nature. It also involves controlled applied research to study how different modes of visual representations and the units impact the attitudes of the participating youth and their preparation for future learning.
Collaborators on this project are Program Evaluation and Research Group (PERG), Boston Nature Center, and the University of New Hampshire 4-H.
The Regional Educational Laboratory Northeast and Islands (REL-NEI) is one of ten regional laboratories and has a mission to help pre-K–16 educators use the best available evidence to make decisions leading to improved student achievement and reduced performance gaps.
Scratch, developed by the Lifelong Kindergarten Group at the MIT Media Lab, allows young people to program their own interactive stories, games, animations, and simulations, and share their creations with one another on the Web. In the process, they have opportunities to learn important mathematical and computational concepts, while also learning to think creatively, reason systematically, and work collaboratively-essential skills for success in the STEM (science, technology, engineering, and mathematics) workforce of the 21st century.
This study will examine what factors enhance, or undermine, researchers’ ability to maintain honesty in the ways in which they conduct research. It will take place within a set of research centers, where scientists who do laboratory work are expected to collaborate with researchers who conduct human studies. Findings will help to improve professional education of scientists and enhance research integrity among scientists.
EDC is examining the ways that ITEST (Innovative Technology Experiences for Students and Teachers) for teacher education projects leads to changes in classroom practice.
Specifically, the project seeks to understand what kinds of professional development activities promote and/or influence changes in teaching practices and the integration of innovative technologies in the classroom.
Under a previous National Science Foundation grant, EDC is developing the Inquiry Science Instruction Observation Protocol (ISIOP). This instrument will help evaluators and researchers determine the nature and extent of scientific inquiry instruction and the best practices used in teaching middle grades science.
Writers’ Express (WEX) is a year-long writing program for students in grades 3-12 and is supported through professional development for teachers and school administrators. EDC is conducting a research study to determine whether the program is effective for students in elementary schools.
In this study:
70 Massachusetts schools will be randomly selected to either implement the WEX program or use the usual grade 4 writing instruction.
EDC will evaluate the WEX curriculum, materials, instructional practices, and embedded professional development.
In this project, adolescents with cystic fibrosis (CF) discuss their experiences with their disease and treatment regimen through the creation and sharing of illness and self-management video portraits.
Each video assignment will ask teens to:
Show and tell how they handle some key aspect of self-management (e.g., taking enzymes at school)
Explore how they handle key self-management skills
Develop a short narrative reflection on the impact that self-management issues have on their quality of life, goals for the future, and relationship with their parents.
This rigorous three-arm randomized experiment tests whether an innovative multi-year parent-mediated HIV intervention, Preparing Our Sons and Daughters for Healthy Futures, reduces HIV risks among African American youth living in high-poverty urban neighborhoods. About 1500 families with 6th graders in New York City public schools are being enrolled and will be followed through 9th grade.
The Innovative Technology Experiences for Students and Teachers (ITEST) program is designed to increase opportunities for students and teachers to learn about and use information technologies within the contexts of science, technology, engineering, and mathematics.
Youth-based projects that have strong emphases on career and educational paths
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.
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.