Yen Thieu, an EDC research associate, brings a strong background in early childhood education to her work on the Games for Young Mathematicians research project, an initiative in which she is coordinating a large-scale data collection process, managing extensive datasets, and contributing to data analysis. Currently, Yen is leading three large teams of data collectors who are conducting child assessments in early math knowledge and skills with over 700 preschoolers in Head Start centers. She is also spearheading the communication and dissemination efforts of the project, as well as contributing to the writing of reports and professional development materials. In this post, Yen draws on her experience as a researcher and mother of young children and shares some thoughts about the key role that parents and early childhood teachers can play in promoting children’s long-term successful mathematics learning, as well as some practical tips for parents and teachers.
Jacqueline Zweig and Erin Stafford lead research that deepens understanding of the role of online learning in K–12 students’ academic experiences and provides insight into factors that may influence students' success in online courses. In their work for the REL Northeast & Islands at EDC and the REL Midwest Virtual Education Research Alliance, Jacqueline and Erin specialized in designing instruments to gather information on key stakeholders’ experiences with online learning. In 2016, Jacqueline and Erin joined other leading researchers from across the country in serving as Fellows for the Michigan Virtual Learning Research Institute. In this post, Jacqueline and Erin share some of the findings from their research and consider implications for future research.
Jana Martella is the Co-Director of the U.S. Department of Education (ED)-sponsored comprehensive technical assistance Center on Enhancing Early Learning Outcomes that is co-led by Education Development Center, Inc. (EDC), National Institute for Early Education Research (NIEER), and Council of Chief State School Officers (CCSSO). In her 30 years of experience in the field of education, Jana has worked on multiple initiatives designed to improve the quality of early childhood programs, services, and systems. She has also served as a state education agency legislative liaison, coordinator for federal programs, school administrator, and classroom teacher. Throughout her career, a central part of her focus has been on education system and program improvement through standards-based reform. In this post, originally published on NIEER's Preschool Matters blog, Jana shares her insights on how to successfully navigate times of transition and work effectively to improve outcomes for young children and their families.
Joshua Cox, a research associate for the REL Northeast & Islands at EDC and a researcher on EDC’s student-centered learning study funded by Jobs for the Future, advances knowledge of college and career readiness, competency-based learning, and the use of data to guide policymaking. With Sarah Ryan, Josh co-authored a tool published by the Institute of Education Sciences that helps policymakers and educators examine students’ experiences with competency-based learning and he is the co-author of the report Competency-Based Learning: Definitions, Policies, and Implementation. In this post, Josh shares some highlights from a recent symposium led by our REL Northeast & Islands at EDC team that focused on competency-based learning and its potential role in enhancing college and career readiness and success.
Jessica Auerbach specializes in strategic planning, implementation, and evaluation of early childhood comprehensive systems that coordinate all child- and family-serving programs to strengthen services and improve outcomes. As a member of the Home Visiting Impact Improvement Center Team (HV-ImpACT), Jessica is providing technical assistance to Federal Home Visiting Program awardees as they implement evidence-based home visiting models to support families and enhance young children’s health, well-being, and school readiness. Previously, as the Senior Program Manager for Young Child Wellness at the New York City Department of Health and Mental Hygiene, Jessica received technical assistance from Education Development Center (EDC), Zero to Three, AIR, and Georgetown University through Project LAUNCH (Linking Actions for Unmet Needs in Children’s Health). With five other Project LAUNCH grantees, Jessica has co-authored a new e-book that shares the impacts of Project LAUNCH in these communities. In this post, Jessica reflects on the important role that strategic partnerships play both in her current work as an EDC technical assistance provider and in her prior work in the Project LAUNCH initiative.
Paul Goldenberg has over 40 years of experience in K–12 mathematics curriculum development, research, and professional development. He leads a wide range of EDC projects that foster a love of and enthusiasm for mathematics in learners from early childhood through adulthood, and has taught self-contained elementary (Grades 2 and 4), middle and high school mathematics, and college and graduate school mathematics and psychology. In this post, part of a series that invites readers to take a look inside children's mathematics explorations and epiphanies, Paul challenges us to consider whether children are giving us the wrong answers OR we are asking children the wrong questions.
Rachel Christina, PhD, designs, implements, and evaluates research-based education initiatives around the world, with emphases on early childhood development, literacy, school quality improvement, and teacher and school leader professional development. Currently, Rachel leads EDC’s Basic Education and Literacy technical team. In this capacity, she has overseen the refinement and strategic rollout of EDC’s signature Read Right Now! literacy program and has advanced the worldwide use of EDC’s highly effective interactive audio instruction methodology for reaching the most disadvantaged children with early childhood programming. In this blog post, Rachel explains why it is vital for all young children to be able to access high-quality early childhood programs, and describes the powerful role that EDC’s approach to interactive audio instruction can play in providing high-quality, cost-effective early childhood programs at scale.
David Jacobson works with states, districts, and communities to improve early education and care for low-income children and their families. He specializes in building effective prenatal through Grade 3 (P–3) systems with the aim of closing achievement gaps, addressing inequality, and building strong communities. Jacobson brings extensive experience in early childhood education, school improvement, and strategic planning to his work as a senior technical assistance specialist for the Center on Enhancing Early Learning Outcomes. He is also leading a team in providing technical assistance to Rhode Island’s Supporting Kindergarten Teaching and Learning initiative. In this post, excerpted from a longer piece published on the P-3 Learning Hub, David discusses new evidence on the powerful role that community partnerships can play in improving services and outcomes for young children and their families and connects the evidence to his Working Theory of Action for P-3 Community Partnerships.
Guest blogger Loretta Goodwin, PhD is senior director of the American Youth Policy Forum. Dr. Goodwin brings extensive experience in middle and high school reform, experiential education, and international education to her work convening policymakers, practitioners, and researchers to frame issues, inform policy, and create conversations about improving education and young people’s lives. In this post, originally published on AYPF’s Forum For Thought Blog and featured here in honor of Computer Science Education Week 2016, Dr. Goodwin reflects on an Education Commission of the States gathering that focused on computer science education as an economic imperative that is key to building a strong future workforce. She spotlights strategic steps that states need to take to make sure all youth graduate from high school with the computational thinking, employability, and technical skills they need to thrive in the workplace.
Guest blogger Jenna Tomasello is a policy associate at the American Youth Policy Forum (AYPF), where she develops learning events and products—forums, study tours, webinars, discussion groups, and publications—and disseminates policy and practice guidance to multiple audiences. In this post, originally published on AYPF’s Forum For Thought Blog, Jenna explores some potential causes of teacher shortages and poses some thoughtful questions about educator turnover, alternative credentialing programs, and career paths.
Paul Goldenberg has over 40 years of experience in K–12 mathematics curriculum development, research, and professional development. He leads a wide range of EDC projects that foster a love of and enthusiasm for mathematics in learners from early childhood through adulthood, and has taught self-contained elementary (Grades 2 and 4), middle and high school mathematics, and college and graduate school mathematics and psychology. This post is the third in a series in which Paul invites readers to take a look inside children's early mathematics thinking and learning. In the post, Paul shares a story about a surprising discovery he made while observing Emma, and challenges us with a question: "How can we run a school in a way that gives teachers the time and support to watch and listen actively and to recognize, understand, and help children build on the underlying mathematical ideas?"
Paul Goldenberg has over 40 years of experience in K–12 mathematics curriculum development, research, and professional development. He leads a wide range of EDC projects that foster a love of and enthusiasm for mathematics in learners from early childhood through adulthood, and has taught self-contained elementary (Grades 2 and 4), middle and high school mathematics, and college and graduate school mathematics and psychology. In this post, part of a series that invites readers to take a look inside children's early mathematics explorations and epiphanies, Paul discusses the rich mathematics learning that occurs when you follow children's leads and build upon their strengths.
Paul Goldenberg has over 40 years of experience in K–12 mathematics curriculum development, research, and professional development. He leads a wide range of EDC projects that foster a love of and enthusiasm for mathematics in learners from early childhood through adulthood, and has taught self-contained elementary (Grades 2 and 4), middle and high school mathematics, and college and graduate school mathematics and psychology. In this post, the first in a series that will invite readers to take a look inside children's early mathematics explorations and epiphanies, Paul describes the connection between oral and written mathematics through the eyes of six-year-old Aaron.
Randy Kochevar, Director of EDC’s Oceans of Data Institute, brings passion for science and conservation—as well as a proven ability to make complex scientific concepts engaging and comprehensible for diverse audiences—to his R&D of innovative online educational resources for teachers, students, and the public. Trained as a marine biologist, Randy leads a team that is working to transform K–16 science education to support students' entry into a world of big data through instructional design, research, and strategic partnerships with education and industry leaders. Currently, he is an investigator on the Ocean Tracks, CODAP, and Real World, Real Science programs. In this post, first published on the Oceans of Data Institute's blog, Randy discusses how important it is for our students to have the tools they need to be informed and to think for themselves.
Jessica Juliuson supports districts and schools in making systemic changes to ensure youth acquire the skills and knowledge they need to become productive members of the workforce. To this work, she brings over 20 years of experience in advancing innovations in instructional design and teacher development that enhance learning, promote civic engagement, and improve academic achievement—with an emphasis on equitable expectations, resources, and opportunities for all youth. As a member of an EDC team that has played a lead role in the design and implementation of the Ford Next Generation (NGL) initiative, she manages professional development for a wide network of STEM academies, while coordinating team externships that strengthen collaboration among schools, local communities, and industries. On November 9, Jessica and her colleague Ilene Kantrov will present this work at the 20th Annual National Career Academy Coalition (NCAC) Conference. In this post, Jessica shares some insights on the pivotal role that close collaborations between employers and schools plays in supporting college and career success.
Kate Goddard specializes in designing, implementing, and supporting the continuous improvement of technology- and media-based out-of-school time (OST) programs. As an EDC Training & Technical Assistance Associate, she contributes her expertise to initiatives that seek to strengthen and support the OST workforce, including YouthLearn. From 2007 to 2016, she advanced the mission of Adobe Foundation’s philanthropic initiative Adobe Youth Voices by building the capacity of programs and educators around the globe to implement youth media programming. To all of her work, she brings a deep understanding of the needs and challenges of OST educators, drawn from her experience working with youth and facilitating creative learning experiences at the Science Museum of Minnesota, Denver Open Media, and Girls Inc. In this post, written in honor of Lights On Afterschool, Kate shares tips and strategies to support afterschool educators in their important work.
Ruth Rouvier’s extensive expertise in documentation, maintenance, and revitalization of endangered languages informs her work connecting children's linguistic and cultural heritage to their early learning. Recently, Ruth worked with tribal communities and EDC's National Center on Cultural and Linguistic Responsiveness team to develop tools and resources to support American Indian and Alaskan Native Head Start centers in planning and implementing language revitalization programs. On October 13 and 14, she will lead a National Science Foundation-funded workshop that will examine the impact of endangered language documentation on young children. In this post, Ruth shares insights from her work studying tribal language revitalization in Head Start and Early Head Start programs nationwide and discusses the importance of the workshop.
Ruth Rouvier’s extensive expertise in documentation, maintenance, and revitalization of endangered languages informs her work connecting children's linguistic and cultural heritage to their early learning. Recently, Ruth worked with tribal communities and EDC's National Center on Cultural and Linguistic Responsiveness team to develop tools and resources to support American Indian and Alaskan Native Head Start centers in planning and implementing language revitalization programs. On October 13 and 14, she will lead a National Science Foundation-funded workshop that will examine the impact of endangered language documentation on young children. In this post, Ruth shares three strategies to support young children’s language acquisition.
Sheila Rodriguez, an experienced researcher and evaluator, develops tools and provides technical assistance that enable state education agencies, districts, and schools to use data and current research to improve outcomes for students. She specializes in facilitating training for and providing coaching to state and district stakeholders on data-driven continuous improvement strategies, logic modeling, and program evaluation. Currently, she is a researcher for the REL Northeast & Islands at EDC, as well as an evaluator for the EDC-led Home Visiting Action Improvement Team (HV-ImpACT) initiative. On October 4, Sheila and her colleague Karen Shakman will present a free REL Northeast & Islands webinar, “A Practical Approach to Continuous Improvement in Education.” In this post, Sheila discusses continuous improvement and shares some of her recent work.
Tracy McMahon has over 10 years of experience designing quantitative and qualitative research and evaluation studies. Much of her work focuses on program evaluations that seek to identify the effectiveness of formal and informal science education initiatives. In 2016, she co-authored the report Engineering for Every K-12 Student based on her team's work on a National Science Foundation-funded landscape study of K-12 engineering education in Massachusetts. Tracy is also a mom, and in this post she describes some free science, technology, engineering, and mathematics (STEM) resources and programs that she hopes will be useful to other parents who are interested in the recent focus on STEM in their kids’ education.
Joshua Cox is the Alliance Researcher for the Northeast College and Career Readiness Research Alliance of the REL Northeast & Islands at EDC. His recent work for the Alliance has focused primarily on competency-based learning. Recently, the U.S. Department of Education Institute of Education Sciences published a new survey tool and guide co-authored by Joshua and his colleague Sarah Ryan that meets the growing, nationwide need to systematically examine students' experiences with competency-based learning. In this post, first published on the REL Northeast & Islands' website, Joshua discusses the new survey tool, shares the process used to develop the tool, describes the kinds of data the tool can help schools and districts collect, and describes REL Northeast & Islands resources that can support use of the tool.
Leslie Goodyear, PhD, brings more than 16 years of experience evaluating educational projects and programs at local, regional, national, and international levels. Goodyear, the President-Elect of the American Evaluation Association (AEA) and Associate Editor of the American Journal of Evaluation, has conducted evaluations and evaluation capacity building in formal and informal educational settings, afterschool, youth civic engagement, HIV prevention, youth development, and human services programs, with a recent focus on STEM programs in informal settings. In this blog post, she describes a free online guide that is designed to promote strong, productive Principal Investigator/Evaluator partnerships.
Jessica Bailey specializes in measurement, evaluation, and assessment within the wider scope of her research and analytic support. Currently, she is providing research expertise for two REL Northeast & Islands research alliances—the Urban School Improvement Alliance and the Northeast Educator Effectiveness Research Alliance. She is the principal investigator for a study on the role of teacher characteristics in educator evaluation. As a lead content developer for an assessment literacy project for the state of Illinois, Bailey helped create a series of online modules and in-person professional development on developing high-quality assessments in traditionally non-tested grades and subjects. She also acts as an evaluator, providing evaluation services relating to educator evaluation systems. In this blog post, Jessica describes a recent data analysis about teachers' self-reported views of their schools' professional climate and their satisfaction with their formal evaluation process.
Jessica Lavorgna engages families and communities in school improvement initiatives that close opportunity gaps for children and promote their academic achievement. She brings experience in and passion for family and community engagement, adult education, language and literacy development, and Teaching English to Speakers of Other Languages. She is the Family and Community Engagement Specialist for EDC’s Literacy and Academic Success for English Learners through Science (LASErS) Project. To strengthen and sustain these school-family-community partnerships, she works with the Hartford Public Schools, the Capitol Region Education Council of Hartford, the Connecticut Science Center, the Hartford Foundation for Public Giving, and the William Caspar Graustein Memorial Fund, as well as with a number of community-based organizations. Currently, she is collaborating with the Connecticut Science Center to develop bilingual family learning guides. In this blog post, Jessica describes what culturally responsive family engagement might look like, and why the "one-size-fits-all" approach does not work.
Catherine McCulloch leads national initiatives focused on bridging STEM research and practice to improve outcomes for students. She is the co-Principal Investigator (co-PI) of Community for Advancing Discovery Research in Education (CADRE) and STEM Smart, and project director for EDC’s Interactive STEM R+P Collaboratory team. As co-PI of the Massachusetts Engineering and Innovation Dissemination Community initiative, she recently concluded a landscape analysis of K-12 engineering education in Massachusetts with PI Darryl Williams of Tufts University and EDC colleagues Tracy McMahon and Leslie Goodyear. A new report by the team, Engineering for Every K–12 Student, presents key findings from the study that have important implications not just for Mass. K–20 educators, policymakers, and business and industry leaders, but for all of those who are interested or involved in expanding access to engineering education nationwide. In this post, Catherine reflects on the status of engineering education and shares a few key takeaways from the report.
Sarita Pillai leads initiatives to improve the quality and equity of STEM education, including managing national research and technical assistance centers, building and sustaining communities of practice to promote professional learning, and engaging youth in developing STEM-focused, technology-based resources. Sarita is the PI of the National Science Foundation (NSF)-funded STEM Learning and Research (STELAR) Center at EDC and co-PI of the NSF-funded Center for Innovative Research in Cyberlearning (CIRCL). In 2015, Sarita, STELAR co-PI Caroline Parker, Catherine McCulloch (co-PI of Community for Advancing Discovery Research in Education—CADRE at EDC), and colleagues from SRI Education worked with the NSF and White House Office of Science and Technology Policy to coordinate a daylong invitational forum on "next generation" STEM education. In this post, Sarita shares a few key points from EDC’s May 2016 report on the Forum, Next Generation STEM for All: Envisioning Advances Based on NSF Supported Research.
EDC honors the memory of Senior Advisor David Riley, who passed away on May 2, 2016. Twenty-two years ago, David founded EDC's Urban Special Education Leadership Collaborative. He was a national and state leader, a valued colleague, and a true champion for students with disabilities, students who are English learners, and students who are members of underrepresented groups. Over his 40-year career in the field, David worked tirelessly to close opportunity gaps and ensure all students receive an excellent education. His dedication to equity lives on today in the work of the Collaborative's over 100 member school districts nationwide that are taking action to improve outcomes for students with disabilities. This blog post includes excerpts from a profile of David written by Kimberly Elliott that appears in the Winter 2016 issue of the Collaborative's Urban Perspectives newsletter.
Jim Stanton, Executive Director of the Massachusetts Computing Attainment Network (MassCAN) led by EDC, works with industry, education, and policy leaders to enhance access to computer science education, expand professional development for teachers, and create more pathways to STEM careers. Recently, the Massachusetts Board of Elementary and Secondary Education unanimously approved voluntary digital literacy and computer science standards for the state that were collaboratively developed by MassCAN and the Massachusetts Department of Elementary & Secondary Education. In this post, Jim reflects on the importance of ensuring all students graduate from high school with a strong foundation in computer science education and computational thinking.
Eliza P. Fabillar is an expert in high school reform, student-centered learning, systems change, professional development, instructional design, practitioner research, and educational equity. She specializes in helping districts and high schools build capacity to bridge research and practice and develop systemic solutions to close opportunity gaps, prevent drop-out, improve academic achievement, and promote college and career success for all students. Her work has a special focus on inquiry- and project-based teaching and learning to build students’ critical thinking skills, particularly in secondary social studies, humanities, and English language arts classes. In this post, she shares her insights on the state of civics education and describes an EDC-developed Law and Justice curriculum that prepares students for college, careers, and civic life.
Karen Cairone designs resources that build the capacity of early childhood educators, leaders, and parents to promote young children's resilience and that support the use of effective coping mechanisms to handle stress. She is an expert in child and adult mental health and resilience, social and emotional development, challenging behaviors in young children, product and training design, and training delivery. Currently, Karen is contributing to the EDC-led Center of Excellence for Infant and Early Childhood Mental Health Consultation and Home Visiting Collaborative Improvement and Innovation Network. She also designs and conducts trainings on Preventing and Addressing Challenging Behaviors for one of EDC’s joint federally and state funded-projects, the Center for Early Learning Professionals. In this post, Karen discusses why it is so vital to promote all young children’s resilience and shares simple, yet effective ways that adults can help foster resilience.
Bri Hightower worked for EDC's Center for Children and Technology, where she contributed her methodological expertise to a wide range of EDC studies including EDC’s and SRI Education’s ongoing summative evaluation of the Ready To Learn initiative. In this post, Bri shared findings from her team’s experience using texting to engage, inform, and retain participants in a recent Ready To Learn home study on the impact of PEG+CAT transmedia on preschoolers. PIs Naomi Hupert and Shelley Pasnik presented from this study at the upcoming 2016 AERA Annual Meeting in Washington, DC.
Karen Shakman brings significant expertise in collaborative research, policy analysis, and evaluation. Most recently, her work has focused on advancing the field's knowledge of educator effectiveness sytems and illuminating barriers and facilitators to sustaining K-12 education reforms. As the lead researcher for REL Northeast & Islands' Northeast Educator Effectiveness Research Alliance (NEERA), she supports educational leaders at the state and district levels who are managing the design and implementation of new educator evaluation systems, and works to deepen their understanding of program evaluation, research design, and data analysis. In this post, originally published on the REL Northeast and Islands’ blog, she describes the experience of studying the alignment between teacher evaluation and professional learning within a large New England district and reflects on the effect of the study's findings at the state level.
Melissa Dahlin brings a strong background in early childhood education research, policy analysis, and technical assistance—as well as insights from her years as a preschool and Montessori teacher—to her work for Center on Enhancing Early Learning Outcomes (CEELO). As a research associate for CEELO, Melissa provides strategic technical assistance to build the capacity of state education agencies to lead sustained improvements in early learning opportunities and outcomes. She also develops research and policy resources—including the March 2016 brief, State Approaches to Family Engagement in Pre-K programs—and co-leads a Family Engagement Community of Practice. In all of her work for CEELO, and in her volunteer work for the Homeless Children’s Playtime Project, Melissa is guided by a deep commitment to ensuring that all young children and families can access the resources and support they need to thrive. In this post, originally published on the Preschool Matters...Today blog, Melissa takes a close look at the key role that effective family and community engagement plays in children’s preschool attendance.
Patrick McDeed, an intern with EDC’s Oceans of Data Institute (ODI), is contributing to several ODI curriculum R&D initiatives including Ocean Tracks: College Edition, an interactive Web-based learning resource that helps undergraduate students develop valuable skills in analyzing and learning from large, authentic scientific datasets. To this work, he brings a deep interest in mathematics and secondary education, as well as experience manipulating and reporting on “Big Data” as a consumer online behavior analyst—in which capacity he drew upon some of the skills and knowledge that ODI documented in its “Occupational Skills Profile for the Big-Data-Enabled-Specialist.” In this post, originally published on ODI’s blog, Patrick explores the important role that “Big Data”—in the form of Google Maps—plays in helping us navigate our daily lives as we commute to work, carpool our kids to school, and take road trips.
Jo Louie contributes her extensive expertise in conducting education and social science research to a wide range of EDC’s R&D initiatives, including Ocean Tracks—a Web interface and set of data analysis tools that make it possible for students to access and analyze large, complex datasets. In the National Science Foundation-funded Research + Practice Collaboratory initiative, she is a member of EDC’s Interactive STEM team that is working to identify, document, and disseminate ways that practitioners and researchers can work together effectively to enhance K–12 STEM education across formal and informal settings. In this post, she shares findings from an August 2015 report, Preliminary Guidelines for Using Interactive Mobile Technologies in Early Elementary Mathematics, written by Jo and the Interactive STEM team.