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
Supported Literacy for Adolescents is a research-based literacy program. Its goal is to improve reading, writing, and comprehension among both high-risk and typically achieving populations. The program is deeply rooted in standards-based curriculum design, and all components of the program align with national reading and writing standards, as well as selected content standards.
Possible Worlds: A National Research and Development Center on Instructional Technology is a five-year research effort that will develop a series of game-based activities to aid science and literacy instruction.
The project is developing and pilot-testing game modules—built around the Nintendo DS—that infuse inquiry-based learning and literacy supports into traditional classroom practices.
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.
The Oceans of Data project aims to find out how research on learning can inform the design of interfaces and technology tools to enable high school students to access and use scientific data gained from science cyberinfrastructure projects.
To accomplish this goal, project staff will
Perform a literature review
Interview experts from relevant disciplines, such as climate science, mathematics education, and visual analytics
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.
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
This project tests the efficacy of the Foundations of Science Literacy (FSL) professional development program that was developed for use with Head Start teachers.
By focusing on the Head Start community, FSL addresses the achievement gap in early science education by providing a framework for teachers to learn and implement preschool science instructional practices in classrooms serving children from low-income backgrounds.
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.
The Technology Tools for Teaching and Training (dot-EDU T4) project seeks to assist the education departments in the Indian states of Madhya Pradesh, Bihar, Karnataka, Rajasthan, Chhattisgarh, Jharkhand, and Delhi, for quality teaching and learning for the primary education sector. To this end, dot-EDU T4 has created interactive, multimedia tools in audio, video, and software formats that established new standards for education quality while delivering education services on a large scale and reaching out to girls and other vulnerable populations.
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.
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).
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.
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.