Curriculum

Erin Bardar

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Erin Bardar

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Erin

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Bardar

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Erin Bardar specializes in science curriculum development, professional development, and education research, with a focus on the fields of earth and space science. She draws upon her background in physics and astronomy to develop innovative and engaging instructional resources.

Bardar leads the curriculum development efforts for EDC's Oceans of Data Institute Ocean Tracks-College Edition project, which helps undergraduates learn and adopt skills needed to work with Complex, Large-scale, Interactively accessed, Professionally collected (CLIP) data from electronically tagged marine animals, drifting buoys, and Earth-orbiting satellites. (Learn more about CLIP data.) She is also project director and curriculum team lead for the Real World, Real Science project, a NASA-funded collaboration with the Gulf of Maine Research Institute (GMRI) designed to bridge informal and formal learning around climate, weather, and data literacy. Erin has also worked as a consultant on several other instructional design projects, including Foundation ScienceFord PAS, and EDC Earth Science.

A widely published author, Bardar’s articles have appeared in such periodicals as Astronomy Education Review, The Earth Scientist, Journal of Geoscience Education, and Bulletin of the American Astronomical Society. She frequently presents her work at national conferences, including Games+Learning+Society and the American Association of Physics Teachers.

Bardar developed the Light and Spectroscopy Concept Inventory, a diagnostic test that supports assessment of college students’ understanding of light and spectroscopy and aids investigation of the effectiveness of instructional interventions in deepening students’ understanding. She holds a U.S. patent for a binocular spectrometer.

Prior to joining EDC, Bardar worked as a freelance education consultant/curriculum developer, contributed to research on how to bridge free-choice games and formal classroom science instruction, and served as a senior curriculum developer for the EarthLabs project.

Bardar received an ScB in Physics from Brown University and was a NASA Graduate Student Research Program (GSRP) fellow at Boston University, where she earned a PhD in Astronomy.

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Non-Staff Profile

Job title: 

Senior Curriculum/Instructional Design Associate

Program: 

Science and Mathematics Programs

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Zoom In

Thu, 07/23/2015

Author(s): 

Education Development Center, Inc.

Zoom In is a free, research-based online tool that helps students learn U.S. history while strengthening their literacy skills. Funded by the Bill & Melinda Gates Foundation, Zoom In was developed by EDC in collaboration with history educators at the American Social History Project, literacy experts, and media designers and with input from teachers and students nationwide. Zoom In complements the Common Core State Standards for English Language Arts, which emphasize the building of literacy skills across disciplines.

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Biology: Concepts & Practices

Sun, 05/31/2015

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Team includes Jackie Miller (PI), Katherine Paget, Marian Pasquale, Irene Baker

EDC's Biology: Concepts and Practices yearlong high school course curriculum fosters Grade 9-12 students' scientific and data literacy, builds their reading, writing, and oral communication skills, and challenges them to practice 21st-century problem-solving skills. Avaiable as e-books, the curriculum uses real-life case studies to spark students' interest in biology and deepen their understanding of major scientific concepts.

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Chemistry: Concepts & Practices

Wed, 06/24/2015

Author(s): 

Team includes Jackie Miller (PI), Katherine Paget, Marian Pasquale, Irene Baker

EDC's Chemistry: Concepts and Practices yearlong high school course curriculum fosters Grade 9-12 students' scientific and data literacy, builds their reading, writing, and oral communication skills, and challenges them to practice 21st-century problem-solving skills. Avaiable as e-books, the curriculum uses real-life case studies to spark students' interest in chemistry and deepen their understanding of major scientific concepts.

Book Cover

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Connecting Underrepresented Youth to STEM through Culturally Relevant Game Design

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Jim Diamond has extensive experience in formative research, instructional design, and the effective use of digital media and games to enhance K–12 education and promote social justice. He leads an evaluation of iDesign, a National Science Foundation (NSF)-funded Innovative Technology Experiences for Students and Teachers (ITEST) project that engages youth in designing interactive, culturally and social relevant computer games to build their technological fluency and increase their interest in STEM learning and careers. On April 17 (2:15–3:45 p.m.), Jim and iDesign project leaders Roberto Joseph and Eustace George Thompson of Hofstra University discussed iDesign in a session, “Creating A Culturally Relevant Game Design Curriculum: Emerging Design Principles,” at the Annual Meeting of the American Educational Research Association (AERA) in Chicago. In this post, Jim discusses iDesign’s goals and shares some of the findings that he and his colleagues presented at AERA.

Jim Diamond has extensive experience in formative research, instructional design, and the effective use of digital media and games to enhance K–12 education and promote social justice.

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Science Fairs Aren't So Fair

Two EDC researchers are quoted in this in-depth examination of science fairs, their history, and their current status: "...standardized testing is taking over classroom learning these days, leaving little room for the throw-out-the-textbook atmosphere that science fairs require. 'There is a disconnect between the materials that teachers have to teach with, which are basically textbooks, versus the hands-on materials that they would need to do inquiry work,' said Marian Pasquale, a senior researcher at the Education Development Center, which recently launched a three-year study that is looking closely at middle-school science fairs. Abigail Jurist Levy, the study’s principal investigator, envisions classes like those at Ward Melville that make science fairs an explicit part of the curriculum rather than an extracurricular afterthought. If that happens, Levy said, 'the science fair experience may be viewed very differently.'"

Source: 

The Atlantic

Publication Date: 

Thu, 03/12/2015

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New Article Spotlights Strengths of Career Academies

Picture of Ilene Kantrov

In an article published in the March 2015 issue of Phi Delta Kappan, “New CTE Model is a Plus for Schools and Students,” EDC’s Ilene Kantrov (at left) provides a close-up look at how the Academy of Information Technology and Robotics (AITR) is improving student achievement and better preparing them for college and careers.

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Big Math for Little Kids: Preschool Curriculum Effectiveness

Thu, 01/22/2015

Author(s): 

Ashley Lewis Presser, Peggy Clements, Herbert Ginsburg, Barbrina Ertle

Published in Early Education and Development, this article presents findings from a cluster-randomized controlled trial of Big Math for Little Kids—a curriculum designed to help teachers use play-based, developmentally appropriate mathematics instruction. Results indicate that the curriculum has a positive impact on young children's mathematics knowledge as measured by a general mathematics assessment that is not aligned with the curriculum.

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