The Autism Program enhances pre-service and in-service teachers’ preparation to serve children with severe and multiple disabilities from diverse cultural, ethnic, racial, and linguistic backgrounds in urban special education programs.
EDC, who is serving as the external evaluator for the program, will do the following:
Contribute to the refinement of the research design and instruments
Provide input on the analyses of data
Review the data collected
Prepare annual evaluation reports summarizing evaluation activities and findings
Be a Scientist! is a full-scale development project that examines the impact of a scalable STEM (science, technology, engineering, and math) afterschool program that trains engineers to develop and teach inquiry-based Family Science Workshops (FSWs) in underserved communities.
The project targets underserved youth in grades 1–5 in Los Angeles and New York, their parents, and engineering professionals. The science activities are provided in a series of FSWs that occur in afterschool programs in eight partner schools in Los Angeles and at the New York Hall of Science in New York City.
The Suicide Prevention Resource Center (SPRC) provides U.S. states, tribes, government agencies, private organizations, colleges and universities, suicide survivor groups, and mental health consumer groups with access to the science and experience that can support their efforts to develop programs, implement interventions, and promote policies to prevent suicide.
SPRC’s mission is to strengthen suicide prevention networks and advance the National Strategy for Suicide Prevention. Toward that end, SPRC provides technical assistance and training, as well as a resource-rich website.
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.
Through the Math and Science Partnership (MSP) Knowledge Management and Dissemination (KMD) project, EDC collects, synthesizes, and shares knowledge from the field of mathematics and science education and MSPs.
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.
In the 1990s, HHD, together with World Health Organization (WHO), developed the Rapid Assessment and Action Planning Process (RAAPP) for School Health, an approach and package of tools—research instruments, training strategies, data analysis, and action planning techniques—to assess and strengthen a country’s capacity to deliver school health programs. Since 1999, RAAPP has been used in Indonesia, Nigeria, and, most recently, in India.
The Urban District Collaborative, a consortium of EDC, SRI, Bay Area Research Group, Policy Studies Associates, and mathematics directors from nine urban school districts, has built a National Math Directors Network to focus on the collection and use of evidence in shaping district policies on teachers’ instructional practice. The network convenes regular seminars and provides support for district-based research and evaluation.
The purpose of this project is to identify and document implementation issues experienced by Substance Abuse and Mental Health Services Administration community and school grantees who received support to implement and evaluate youth violence prevention efforts.
In this project, EDC staff synthesize research, undertaken since 1984, that examines the impact of inquiry science instruction on student outcomes. A range of studies are included, such as quantitative and qualitative research, formal experimental models, ethnographies, dissertations, and teacher-led studies. This project increases understanding of inquiry’s impact and helps explain the reasons for its effects.
CC&F/EDC developed and launched a major region on the PBS Parents Web site that helps parents promote the language and literacy development of their children from birth through age 8. CC&F/EDC continues to add resources and further articles on language- and literacy-related topics, such as parent-child book clubs and using computers with young children.
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.
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 is collaborating with three universities to study how classroom teachers in grades four through eight can provide access to a rigorous, standards-based curriculum to students with disabilities. Over five years, REACH is developing and studying instructional approaches that support all students as they engage in challenging content learning in language arts (EDC), mathematics (University of Puget Sound), science (University of Michigan), and social studies (University of Delaware). The project has a special focus on the discourse practices that students use in learning rigorous content.
This project, a research collaboration with the University of Wisconsin and State University of New York at Buffalo, investigates how students of different ages develop an important cluster of geometric ideas—patterns, units and repetition, transformations, and symmetries—in classrooms where students use specially designed software integrated with other learning experiences.
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.
EDC leads an international team of researchers to learn from and with children who are intensive, long-term users of information and communication technology (ICT). Increasingly recognized as an emerging global phenomenon, “power users of ICT” are challenging us find new ways to nurture their interests and talents in schools and informal learning settings. To that end, EDC gathers baseline data on power users of ICT around the world and creates opportunities to engage them in relevant activities (i.e., First International Symposium on Power Users of ICT, Costa Rica, 2005).
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.
Literacy and Community Empowerment Program (LCEP) is an integrated community development initiative that includes components in literacy, capacity building for income generation, and local governance in Afghanistan. Within the literacy component of LCEP, EDC is responsible for two interrelated subcomponents: the establishment and ongoing development of a Women’s Teacher Training Institute in Kabul and the implementation of the Afghan Literacy Initiative.
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.
The FunWorks is a digital library of career exploration resources for youth ages 11 to 15. The FunWorks provides “real world” experiences and uses children’s current interests and passions, such as music and sports, to help them explore exciting future careers in science, technology, engineering and mathematics (STEM). The site was designed for and by children—over 300 young people have participated in the design and launch of this one-of-a-kind collection from the initial concept to design, usability testing, and launch.
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.
This three-year research project, funded through the NSF’s Evaluation Capacity Building program, is developing and rigorously testing the Inquiring into Science Instruction Observation Protocol (ISIOP), which helps evaluators determine the nature of inquiry science instruction and the extent to which elements of it are present in middle school classroom teaching. The protocol relies on work from two other projects at EDC—Inquiry Synthesis and the Middle-Grades Science Mentoring Program—in addition to existing instruments from other researchers.
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 serves as the external evaluator for the University of Connecticut’s School Structure and Science Success project. The evaluation will focus on both the process and progress towards evaluation goals, such as (1) whether the project implementation is proceeding as planned; (2) to what extent the goals are being met; and (3) what the impact and value are of different aspects of the project.
The ITEST (Innovative Technology Experiences for Students and Teachers ) Learning Resource Center at EDC held a convening to develop a theoretical research framework to guide future research on youth motivation in STEM (science, technology, engineering, and mathematics), with a particular emphasis on populations most underrepresented in the STEM workforce.
Participants focused on two guiding questions:
What is currently known about motivation in STEM for underrepresented youth?
What can be done to cultivate new research around STEM motivation for underrepresented youth?