Curriculum

Kira Krumhansl

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Kira Krumhansl

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Kira

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Krumhansl

Bio: 

Kira Krumhansl specializes in developing educational tools that use real scientific data to engage students in learning science, critical thinking, and data literacy skills. She brings over ten years of prior experience in marine biology research, which she translates into innovative learning experiences for students.

Krumhansl is a curriculum designer for Ocean Tracks-College Edition. This interactive, Web-based resource promotes students’ data literacy by engaging them in analyzing the movements of large marine animals in relation to changes in their physical ocean environment. She is also a co-PI and curriculum lead on the Zoom In! Teaching Science with Data project, and is contributing to Real World, Real Science, a NASA-funded effort to foster middle schoolers’ data literacy and understanding of how their local weather relates to the larger climate.

In these and other initiatives of EDC’s Oceans of Data Institute, Krumhansl collaborates with scientific institutions such as the Scripps Institution of Oceanography, the Gulf of Maine Research Institute, and Stanford University. She also has ongoing collaborative projects in marine biology research with the Department of Fisheries and Oceans in Canada and Simon Fraser University.

Krumhansl is the author of numerous publications in marine biology on subjects ranging from kelp forest ecology to white shark physiology. (Read Krumhansl's blog post about her research on kelp forests here.)  She has also published articles on her work in science education in The Science Teacher and the Marine Technology Society Journal.

Currently, Krumhansl is an associate editor for the scientific journal Ecology and Evolution, and a reviewer for the National Science Foundation and numerous scientific journals.  She is also a scientific advisor for the KELPEX project.  Previously she was a member of a scientific working group on kelp forests and climate change at the National Center for Ecological Analysis and Synthesis at UC Santa Barbara. 

Krumhansl received a BSc in Biology from St. Lawrence University and a PhD in Biology from Dalhousie University in Halifax, Nova Scotia, Canada. 

Staff: 

Staff Profile

Job title: 

Research Associate II

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2904

EDC and Crystal Bridges Launch New Online Scholar Program

Kirsten Peterson

With help from EDC, Crystal Bridges Museum of American Art has launched the Crystal Bridges Online Scholar Program, an all-expense-paid, four-week course for arts and humanities educators who work with learners in grades 9 and up. Applications for the first session in summer 2017 are due April 25. Applications for the second session in late summer/early fall 2017 are due June 30.

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Regan Vidiksis

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Regan Vidiksis

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Regan

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Vidiksis

Bio: 

Regan Vidiksis is an early education researcher with extensive experience in advancing effective strategies to promote children’s early science and mathematics learning and support teachers in integrating technology into early childhood settings in developmentally appropriate ways. She specializes in deepening understanding of effective, systematic approaches to improving teaching and learning, especially among underrepresented and underresourced teachers and families.

As a researcher and project manager for EDC’s evaluation of Ready to Learn, Vidiksis contributes to studies that measure children’s learning from literacy, math, and science public media learning resources and provide new insight into ways to enhance the school readiness of preschoolers in high-need communities.

Vidiksis serves as a researcher on the Next Generation Preschool Science project, funded by the National Science Foundation (NSF). In the project, she is working with a team to develop, iteratively refine, and evaluate the promise of an innovative early science curriculum that promotes science practices, concepts, and discourse in preschool classrooms serving children from low-income backgrounds.

Currently, Vidiksis contributes to several other EDC STEM education initiatives. She is advancing the goals of IDEAS: Inventing, Designing, and Engineering on the Autism Spectrum, an NSF-funded project aiming to develop an Engineering Design program for middle school children on the autism spectrum and their general education peers. Vidiksis is also working on Monkeying Around, an NSF-funded initiative to design, produce, and research animated and live-action videos, along with parent-child engagement resources, that seek to build preschoolers’ computational thinking skills.

Vidiksis was named a 2014-2015 CADRE Fellow, for her work in NSF Discovery Research K-12 STEM research. She regularly presents her findings at the annual conferences of national organizations, including the National Council for Teachers of Mathematics and the National Head Start Association. She has also served as a proposal reviewer for the American Educational Research Association.

Before joining EDC, Vidiksis worked as a preschool special educator through the New York City Committee for Preschool Special Education and as a special instructor through the NYC Department of Health’s Early Intervention program, providing individualized services to young children and families in school, community, and home-based settings. She also worked as a special education evaluator for these agencies, conducting developmental assessments to assist in the determination of service qualification.  

Vidiksis received a BA in English Literature and Rhetoric from Binghamton University, and an MS in Early Child Education and Special Education from Hunter College.

 

 

 

Staff: 

Staff Profile

Job title: 

Research Associate II

Mailing Address: 

96 Morton Street, 7th Floor
New York, NY  10014

Telephone: 

212-807-4229

Engineering for Every K–12 Student: A Landscape Analysis of K–12 Engineering Education in the Greater Boston Region

Fri, 04/01/2016

Author(s): 

Daryl Williams (Tufts University), Catherine McCulloch, Tracy McMahon, Leslie Goodyear

This landscape study, funded by the National Science Foundation and developed collaboratively by EDC and Tufts University, takes a look at the state of K–12 engineering education in the Greater Boston region. Through targeted interviews with and a survey of Boston-area stakeholders, the authors aimed to learn where stakeholders’ interests overlap and where needs exist. The analysis was augmented by a review of literature and websites.

Engineering for Every K-12 Student: A Landscape Analysis

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Length: 

80 pp.

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EDC Develops Special Issue of Journal of Science Education and Technology

Journal of Science Education and Technology

The new issue of Journal of Science Education and Technology, “Stories from ITEST: Inspiring Young People to Pursue STEM Careers,” Caroline Parkerspotlights findings from the trailblazing STEM education and workforce development efforts of National Science Foundation-funded Innovative Technology Experiences for Students and Teachers (ITEST) projects.

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Library of Congress turns to EDC as Research Collaborator

Bill Tally

EDC is the key research collaborator for the Library of Congress Teaching with Primary Sources (TPS) program, which helps educators use its enormous collection of digitized primary source materials in the classroom. After helping pioneer TPS nearly 20 years ago, EDC has seen the program become the cornerstone of the educational outreach the Library of Congress conducts to all 50 states.

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

Teaser: 

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.

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EDC Studies Impact of Transition to Algebra Mathematics Course

Transition To Algebra Curriculum

A new four-year National Science Foundation-funded project is enabling EDC to research the impact of Transition to Algebra, a year-long mathematics course taken concurrently with Algebra I to provide additional support for students who are underprepared for Algebra.

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EDC Launches Zoom In! Teaching Science with Data

Bill Tally

With support from the National Science Foundation, EDC has launched an initiative, Zoom In! Teaching Science with Data, to build high school students’ skills in using data to investigate and explain significant problems in biology and earth science.

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Contextualized Curriculum for Adult Learners

Wed, 11/02/2016

Author(s): 

Education Development Center

EDC is working with developmental education and adult basic education faculty, instructors, program leaders and industry advisors from across Massachusetts through a grant from the MCCWDTA to provide and share contextualized curriculum modules that can be flexibly integrated into a range of developmental, adult basic education and industry-specific programs. This website includes curriculum modules targeting core topics in mathematics and literacy contextualized to three key MCCWDTA industries: healthcare, advanced manufacturing and information technology.

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