Curriculum

Oceans of Data Institute

Tue, 04/22/2014

Author(s): 

Oceans of Data Institute Staff

EDC's Oceans of Data Institute is working to bring Big Data into the pre-college classroom. Its website offers an array of free resources, information about its current intiatives, and updates on its research, convenings of experts, and development and testing of model learning environments that infuse large, authentic data sets into the classroom and develop students’ data-using skills.

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Mathematical Practice Institute

Mon, 04/14/2014

Author(s): 

MPI Staff

EDC's Mathematical Practice Institute (MPI) offers a variety of free online resources, including the Habits of Mind blog, as well as professional development, technical assistance, curriculum development, and research services to support schools, districts and states in their efforts to improve school mathematics.

Picture of students in math class

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Supporting English Learners: Lessons Learned from Research

Mon, 08/18/2014

Author(s): 

Johannah Nikula, Courtney L. Nelson

In this article published in Mathematics Teaching in the Middle School, the authors provide a detailed description of a lesson that helps teachers engage English learners in mathematical thinking that is aligned with the eight Standards for Mathematical Practice (SMP) found in the Common Core State Standards for Mathematics.

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Length: 

8 pp.

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Adobe Youth Voices Program Guide

Tue, 07/01/2014

Author(s): 

Tony Streit, Deidre Searcy, Wendy Rivenburgh, Kate Goddard, Gabby Silva, Daryl Bergman

This guide is intended to both orient and support educators in creating, planning, and implementing innovative media projects with young people. The guide offers a road map for these learning experiences and provides educators with planning tools, examples, and tips that will help launch and sustain effective youth media programs. While it challenges users to develop their own approach, the guide is also meant to inspire readers with examples of successful projects from around the globe. 

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96 pp.

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Wendy Rivenburgh

Email Wendy Rivenburgh

Descriptors (Bodies of Work): 

Photo: 

Wendy Rivenburgh

First name: 

Wendy

Last name: 

Rivenburgh

Bio: 

Wendy Rivenburgh is an expert in youth media education, technical support, communications, community building, and instructional design. To all of her work, she brings a deep commitment to empowering learners, supporting the creation of original works for a social purpose, and, in particular, tapping the potential of children and youth as the next generation of leaders and innovators.

Rivenburgh manages communications for the National Center on Afterschool and Summer Enrichment (NCASE), funded by the US Department of Health and Human Services to ensure that low-income children have increased access to high-quality learning experiences.  She is responsible for strategic outreach and dissemination of materials, and serves as lead editor for NCASE products, including new and adapted print and electronic resources.

Rivenburgh previously led communications for Adobe Youth Voices (AYV), a project dedicated to working with educators and young people to apply their creative skills to solving real-world problems. The overarching goal was to increase creativity in education and equip youth media-makers to create social change through the power of digital storytelling.

In close collaboration with the Adobe Foundation, Rivenburgh developed a wide array of online and print communications that advance the AYV mission. She was the lead writer of an app about AYV, The AYV Story, which provides a moving, close-up view of the experiences of AYV youth media makers and educators. She was also the lead developer of the interactive AYV Program Guide, co-developed numerous curricular resources—including the video narrative curriculum, Moment of Truth—and was the author and editor of the AYV collection of program stories that highlights the experiences of participating youth and educators around the world.

Rivenburgh has contributed her skills to numerous other technology-infused youth development initiatives at EDC, including YouthLearn and the creation of a technology curriculum database for the National Partnership for Quality Afterschool Learning at SEDL. She is the co-author of a chapter, “Working in Afterschool,” which shares lessons learned from the National Science Foundation's Innovative Technology Experiences for Students and Teachers (ITEST) program, as well as a report on the ITEST Convening, Defining an Afterschool Research Agenda.

Before joining EDC, Rivenburgh taught English literature and writing courses at the high school and college level, and worked with young people in academic enrichment and other extracurricular activities.

Rivenburgh received her BA from Middlebury College and her MA in English from Boston College.

Staff: 

Non-Staff Profile

Job title: 

Senior Research Associate

Program: 

Pathways to College and Careers

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2159

Courtney Arthur

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Descriptors (Bodies of Work): 

Photo: 

Courtney Arthur

First name: 

Courtney

Last name: 

Arthur

Bio: 

Courtney Arthur is a mathematics and science education instructional designer, researcher, and professional developer. She is currently advancing the goals of several projects targeted to enhance the quality and equity of mathematics education.

In "DEBT-M" (Designing for Equity by Thinking In and About Mathematics), Arthur is contributing to a study of the implementation of professional development (PD) designed to support teachers in addressing the opportunity gap in mathematics for marginalized high school students in urban school districts and to advance the field’s knowledge of effective strategies to close opportunity gaps.   

As a member of the team working on Assessing Secondary Teachers’ Algebraic Habits of Mind (ASTAHM), Arthur focuses on ways to identify and measure the mathematical habits of mind that secondary teachers use in their professional lives. She is responsible for collaborating on the paper-and-pencil assessment that has been developed to measure these habits of mind in teachers, as well as engaging in research that stems from a scientific approach to investigate the ways in which mathematical habits of mind are an indicator of teacher effectiveness. In addition, Arthur is working with EDC’s Oceans of Data Institute (ODI) to promote engagement in cross-conceptual work across mathematics and science.

In 2012, Arthur was selected to participate in the National Science Foundation’s CADRE (Community for Advancing Discovery Research in Education) Fellowship program to further engage in the education research community. 

Before joining EDC, Arthur was an Algebra teacher and Math/Science Curriculum Coordinator for Chicago Public Schools. While working in Chicago, she focused on aligning curriculum to meet the needs of students in inner-city schools. In addition, Arthur was awarded several grants and was named a Fulbright Scholar. Prior to her career in education, Arthur practiced as a chiropractor in Chicago.

Arthur received an MAT in Elementary Education and an MEd in Curriculum and Instruction from National Louis University, as well as an MEd in Educational Leadership from American College of Education.

Staff: 

Non-Staff Profile

Job title: 

Curriculum/Instructional Design Associate II

Program: 

Science and Mathematics Programs

Mailing Address: 

770 N Halsted Street Suite 205
Chicago, IL 60642

The Curriculum Void: Devoid of Proof

Teaser: 

Al Cuoco, former high school mathematics teacher and current EDC distinguished scholar, has spent the past 20 years in mathematics curriculum development and teacher education. He is the lead curriculum developer of EDC’s CME Project high school mathematics curriculum, a widely published author (Learning Modern Algebra: From Early Attempts to Prove Fermat's Last Theorem, Reasoning and Sense Making in Algebra), and a presenter on issues such as mathematical habits of mind. With his colleagues at EDC’s Mathematical Practice Institute, he supports teachers in appreciating and applying the Common Core’s Standards for Mathematical Practice. In this post, Al reflects on the often overlooked, but pivotal, difference between mathematics standards and mathematics curriculum and explains why it is so important for curriculum to foster students' mathematical thinking.

Al Cuoco, former high school mathematics teacher and current EDC distinguished scholar, has spent the past 20 years in mathematics curriculum development and teacher education.

Featured Blog: 

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eSchool News Picks Possible Worlds as "Site of the Week"

Picture from Possible Worlds Game

EDC’s Center for Children and Technology's new, free website that helps teachers use games to enhance students' science learning—"Possible Worlds"—has been named a "Site of the Week" by ESchool News. Possible Worlds offers digital games and a rich array of instructional resources targeted to help middle school science teachers address students' persistent misconceptions.

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Big Data, Big Promise

In this video, EDC's Ocean of Data Institute Director Ruth Krumhansl discusses the important role that data literacy plays in and beyond school: "Today we're on the cusp of a new era of discovery. We're poised to explore previously hidden realms, not in the hulls of magical ships, but through modern tools of discovery that provide oceans of data about our world. Big data, as it is commonly known, is changing how doctors treat patients, changing how we shop, and changing how we learn about our planet and its future. We're becoming masters of collecting information about earth and its inhabitants, but with these advances come new challenges. How can we make sense of all of this information? Can it actually help improve how we live, learn, and act? What does it mean to do science as it becomes an increasingly big data-driven field?"

Source: 

EDC's YouTube Channel

Publication Date: 

Mon, 06/30/2014

Descriptors (Bodies of Work): 

Puzzling Through with Paul Goldenberg

In this engaging presentation, Paul Goldenberg talks about EDC's emphasis on mathematical habits of mind, explores the important role that "puzzling it out" plays in mathematics and "real life," and describes several initiatives that he is working on at EDC--Transition to Algebra ( a new curriculum published by Heinemann), Learning and Teaching Algebra, and the Implementing the Mathematical Practice Standards website. He notes: "Mathematical habits of mind--a puzzling-it-out, sense-making disposition, inclination to think quantitatively, logical argument, precision and clarity, attention to structure not just detail, and abstraction from examples--serve ALL PEOPLE."

Source: 

YouTube

Publication Date: 

Sat, 06/21/2014

Descriptors (Bodies of Work): 

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