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.
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.
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).
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.
Foundations of Science Literacy (FSL) is a comprehensive professional development program in science for preschool teachers. FSL integrates college-level coursework, mentoring, a nationally recognized science curriculum, and classroom-based assignments. The project’s goal is to support teachers’ abilities to create a classroom culture of inquiry and to engage their young students in authentic “minds-on” science explorations.
Cultivating Young Scientists (CYS) is funded by the Institute for Education Sciences, and builds upon FSL. CYS offers three major innovations:
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.
In collaboration with SRI International and NASA, EDC will develop and pilot two high school level interactive websites for climate change investigations.
With these websites, high school teachers will be able to compile customized data sets on local climate change using NASA’s Goddard Interactive Online Visualization and Analysis Infrastructure (Giovanni), which contains archived Earth observation mission data. Created for scientists, the Giovanni data sets will be adapted for high school students and teachers.
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
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.