Learning and Teaching Blog

Improving Child Outcomes Through A Researcher-Practitioner Partnership

Clare Irwin's picture

Clare Irwin is highly experienced in measurement, research methods, and early education research. She applies her expertise across a wide range of activities including leading quantitative and qualitative studies of early childhood education, developing tools and tutorials for educators, and designing survey instruments. Currently, she serves as the lead for the Vermont Universal PreK Research Partnership, which is part of the work of the REL Northeast & Islands. She is also the co-Director of the Partnership for Early Education Research (PEER), a researcher-practitioner partnership that is working to improve preschool and child outcomes with a special focus on dual language learners. In this post, Clare describes her work with PEER, reflects on a recent event, and shares next steps in PEER's work.

Media Making to Make Sense of Media

Wendy Rivenburgh's picture

Wendy Rivenburgh and Kate Goddard are experts in youth media education and project-based learning. For 10 years, they have collaborated on programs including EDC's YouthLearn, Adobe Youth Voices (AYV), and the National Center on Afterschool and Summer Enrichment (NCASE). Wendy led communications for AYV and developed a wide array of profiles and resources, including the interactive AYV Program Guide and an app about AYV, The AYV Story. She manages communications for NCASE.  Kate led the scale-up efforts for AYV, including the development of online educator training and build-out and management of the online educator community. She supports the delivery of training and technical assistance for NCASE and the National Science Foundation’s Inclusion across the Nation of Communities of Learners of Underrepresented Discoverers in Engineering and Science (INCLUDES) project. In this post, they articulate the powerful—and urgent—opportunity to build young people’s media literacy through media making.

 

Rethinking Accountability: Lessons from Alternative Education

Jessica Kannam's picture

Jessica Kannam is a Policy/Research Assistant at American Youth Policy Forum (AYPF). Previously, she worked as a junior associate in the enrollment office of DC Public Schools, as part of their Urban Education Leaders Internship Program, and as an intern in the Housing Unit at Greater Boston Legal Services. In this post, Jessica provides a summary of a three-part blog series originally published in April on the AYPF blog, Forum for Thought. In the series, Jessica, Carinne Deeds (AYPF Policy Associate), and Jennifer Brown Lerner (AYPF Deputy Director) shared insights from a recent study tour to Denver, CO. As Jessica describes in this post, the series highlighted lessons learned on how states can leverage opportunities under the Every Student Succeeds Act (ESSA) to create accountability systems that support all students, especially those served in alternative education settings.

Next Gen Workforce Now: Toward A Nation of Computer-Fluent Youth

jMalynSmith's picture

Joyce Malyn-Smith a nationally-recognized thought leader in the field of workforce development, brings specialization in effective strategies to promote STEM career readiness and success. Currently, she is leading several initiatives that focus on fostering key workforce competencies (e.g., computational thinking, computing skills, data literacy) in K-12 students. Working closely with the Massachusetts Department of Elementary and Secondary Education, she is leading a National Science Foundation (NSF)-funded initiative to expand and strengthen computer science education throughout Massachusetts. With NSF support, Malyn-Smith is leading a national computational thinking forum at EDC and is heading up an initiative to design online learning experiences that will prepare a large, diverse group of high school teachers to implement the Exploring Computer Science curriculum. In her work for the Oceans of Data Institute, she is co-leading work with four community colleges to create a career pathway model for big data careers. In this post, which is also featured on American Youth Policy Forum's blog, she shares her insights on essential steps to take to foster a strong future workforce.

Finding Meaningful Ways to Recognize Teachers’ Crucial Work

rlewis's picture

EDC Senior Project Director Rebecca Lewis is an expert in STEM education, integration of academic and career education, teacher development, and high school reform. Rebecca leads initiatives that get students excited about STEM learning in formal and informal learning settings, while giving them the tools to succeed in and beyond school. Currently, as the Director of EDC's Amgen Biotech Experience (ABE) Program Office, Rebecca is guiding an EDC team in providing technical assistance to the ABE Program's sites and participating teachers. In this post written in celebration of National Teacher Appreciation Week 2017 (May 8-12, #ThankATeacher), Rebecca shares some thoughts on the importance of finding ways to honor and support teachers that go beyond an apple and a pat on the back. She suggests that one great way to go is to follow the ABE Program’s lead and ask teachers how they would like to be recognized.

Closing STEM Education Opportunity Gaps for Rural Students

pbuffington's picture

Pam Buffington provides technical support in evidence-based policy development and decision-making to state and local education agencies. An expert in rural education, STEM education, and technology integration, she leads the design and management of professional learning programs that build educator capacity to improve students’ learning outcomes. She is a co-PI of the National Science Foundation-funded Research and Practice Collaboratory and Visual Access to Mathematics study. Recently, she served as the Northeast Rural Districts Research Alliance Facilitator for REL Northeast & Islands. In this post, Pam reflects on EDC’s work to close STEM education opportunity gaps for students in rural areas to ensure they are ready to succeed in a job market that demands a solid foundation of STEM knowledge and skills.

Building a More Robust Body of Research about Outcomes of a New Generation of Researcher-Practitioner Collaboration in Education

Sarah Ryan's picture

Sarah Ryan brings expertise in policy research and program evaluation, including specific expertise in research design and quantitative methodology. Sarah specializes in effective approaches to promoting college and career readiness and success, including student-centered and personalized approaches to secondary education. She also brings substantive expertise in English learner education, group-level disparities in educational opportunities and outcomes, and school reform and accountability. In past and current research, Sarah has worked collaboratively with partners ranging from the U.S. Department of Education and state and local education agencies to community college districts and philanthropic educational foundations. In this post, Sarah discusses the need to better understand the conditions under which researcher-practitioner collaboration yields the kinds of positive and sustained changes necessary to effectively support student success.

Accelerating Success for All Youth through Career Academies: The Road to Equity

ikantrov's picture

Ilene Kantrov leads secondary education initiatives targeted at building a highly skilled and educated workforce. For over a decade, she has directed innovative programs—including Ford Partnership for Advanced Studies, Ford Next Generation Learning, Law and Justice, and Digital Media Arts—that use project- and inquiry-based approaches to develop academic and 21st-century knowledge and skills. In this post, first published on the Ford Next Generation Learning (NGL) website, Ilene provides a summary of findings from her recent report on equity challenges that career academies in the Ford NGL network have encountered, and describes 10 effective strategies that the academies are using to address inequities.

Cracking the Code: Giving More Students Access to Computer Science

Loretta Goodwin's picture

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, 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. 

What It Takes to Thrive: Reflections from a First-Generation College Student

Jenna Tomasello's picture

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.

New CADRE Toolkit Shares Effective Dissemination Strategies

Leana Nordstrom's picture

  Leana Nordstrom brings a diverse set of communications and project management skills to EDC's STEM education initiatives. Currently, she manages the CADRE (Community for Advancing Discovery Research in Education) resource network that EDC leads for the National Science Foundation's (NSF) Discovery Research PreK-12 Program. In this role, she oversees the project’s social media outreach and other communications, contributes to the project’s website content, and manages the logistical aspects of CADRE’s work. As the communications lead for EDC’s Oceans of Data Institute (ODI), she disseminates the work of ODI’s portfolio of projects through newsletters, a website, blogs, press releases, and social media. In this post, Leana describes a user-friendly toolkit that CADRE has developed to help researchers strategically disseminate their findings to support the field in improving STEM education. The toolkit also provides guidance for anyone who wants to communicate important messages to key target audiences.   

Learning Math with Your Preschoolers: Fun in the Talking and Playing

Yen Thieu's picture

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. 

Supporting Students’ Success in Online Courses: Insights and Implications

Jacqueline Zweig's picture

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.

Leading in Times of Transition or How to Dance During an Earthquake

jmartella's picture

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.

Identifying Gaps in Competency Based Learning Research

Joshua Cox's picture

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.

Meeting Children’s Unmet Needs through Strategic Partnerships

Jessica Auerbach's picture

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.

Correct Answer, Wrong Question: Theory of Mind in a Mathematics Class

pgoldenberg's picture

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. 

Waves of Change: Using Interactive Audio Instruction to Support the Hardest to Reach

Rachel Christina's picture

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.

New Evidence: The Impact of Community Partnerships

David Jacobson's picture

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.

The Teacher Shortage Is More Complicated Than You Think

Jenna Tomasello's picture

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.

Emma: Building Mathematical Structure in Kindergarten

pgoldenberg's picture

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?"

Ella in Kindergarten: Building on Strengths

pgoldenberg's picture

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. 

Oral and Written Mathematics: A Story from Kindergarten

pgoldenberg's picture

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.

Standing Up and Being Counted

Randy Kochevar's picture

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.

Keeping It Real: Building Bridges Between Employers and Schools

jjuliuson's picture

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. 

Lights on Afterschool...Educators! Strategies to Support Staff

Kate Goddard's picture

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.

Revitalizing Language: Exploring the Effects on Children’s Learning and Well-Being

Ruth Rouvier's picture

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.

Effective Strategies to Support Children's Language Acquisition

Ruth Rouvier's picture

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.

Continuous Improvement in Education: What Is All the Buzz About?

Sheila Rodriguez's picture

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. 

Resources to Help Parents Support Kids’ STEM Interests and Explorations

Tracy McMahon's picture

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. 

 

Survey Tool Hones In on Competency-Based Learning

Joshua Cox's picture

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.

Strong PI/Evaluator Partnerships: A "User's Guide"

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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.

Principal Leadership Is Key Factor in Teachers’ Satisfaction with Evaluation Systems

Jessica Bailey's picture

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.

Culturally Responsive Family Engagement Practices

Jessica Lavorgna's picture

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.

Elevating and Enhancing the “E” in STEM Education

Catherine McCulloch's picture

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.