Equity

In Support of Educators: Strategies that Work

Mon, 09/19/2016

Author(s): 

This collection of essays shares insights and strategies from EDC's work to support teachers' professional learning, as well as links to an array of EDC's resources for teachers.

In Support of Educators: Strategies That Work

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Length: 

18 pp.

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EDC Continues Leadership of NSF STEM Learning and Research Center

Image of Sarita Pillai

The National Science Foundation (NSF) has chosen EDC to continue to lead STEM Learning and Research Center (STELAR), the national center that supports NSF-funded Innovative Technology Experiences for Students and Teachers (ITEST) projects.

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5 Key Practices and 10 Ideas for Educators to Assist with Culturally Responsive Family Engagement

Tue, 09/06/2016

Author(s): 

This EDC tip sheet responds to research findings that show that students with engaged families are more likely to earn higher grades and test scores, enroll in higher level academic programs, be promoted on time and earn more credits, adapt better to school and attend more regularly, have better social skills and behaviors, and graduate and go on to post-secondary opportunities. Today, many K-12 schools are struggling to engage all families.

5 Key Practices and 10 Ideas for Educators to Assist with Culturally Responsive Family Engagement

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Length: 

1 pg.

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Voices from the Field: Jana Martella

Jana Martella is interviewed by U.S. Department of Education (ED) Senior Policy Advisor Steven Hicks in this “Voices from the Field” spotlight article published on ED’s website and in the August e-newsletter Early Learning at ED: "From the research—and particularly from an equity perspective—kids are going to do better in second grade if they get what they need in first grade, and it is a continual drum beat from birth through third grade and beyond. I think even third grade, to be honest, is kind of an arbitrary line of demarcation that resulted from the fulcrum of reading. In fact, everything we know about domains of learning continues into adulthood and that we ought to attend to play and experiential learning throughout a child’s educational career."

Source: 

U.S. Department of Education

Publication Date: 

Mon, 08/15/2016

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EDC-Led Symposium Explores Role of Digital Games in Early Learning

Naomi Hupert

EDC Research Scientist Naomi Hupert (at left) led a symposium, “Designing Educational Games for Early Learners,” that examined the benefits and challenges of using digital games to support preschool children’s learning. Held at the annual Games+Learning+Society (GLS12) Conference in Madison, Wisconsin—the leading forum focused on videogames and learning in the U.S.—the symposium featured Jillian Orr of WGBH, Camellia Sanford of Rockman et al, and Phil Vahey of SRI Education.

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Cracking the Code: Giving More Students Access to Computer Science

This article highlights the work of the EDC-led Massachusetts Computing Attainment Network (MassCAN) and quotes EDC's Jim Stanton: "Jim Stanton, Executive Director of MassCAN and Senior Project Director at the Massachusetts-based EDC, emphasized the importance of getting all stakeholders involved to provide students with what he termed 'indispensable skills in all industries and careers, nationally and globally.' He stressed the need for every student to gain these essential 21st century skills, warning that in the current workforce, 82 percent of those with CS qualifications are male, and 83 percent are White or Asian. That is not a sustainable model for filling all the necessary jobs requiring CS, and thus we need more young women and historically underrepresented groups taking CS."

Source: 

American Youth Policy Forum

Publication Date: 

Mon, 07/25/2016

Descriptors (Bodies of Work): 

EDC and Bank Street Receive Grant from CME Foundation

Babette Moeller

Bank Street College of Education and EDC have received a grant from the Chicago Mercantile Exchange (CME) Group Foundation to support teacher leaders, math coaches, assistant principals, and principals from 15 Chicago Public Schools in guiding the implementation of our Math for All professional development program with teachers.

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Partnership Building As a Broadening Participation Strategy: Helping Researchers and Developers Bridge the Gaps in STEM Education

Fri, 04/29/2016

Author(s): 

This brief examines the continued underrepresentation of African Americans, Latinos, Native Americans, and women of all racial and ethnic backgrounds in STEM fields; explains the benefits of collaboration around broadening participation; and offers guidance on building partnerships as a strategy for bridging the gaps in STEM education.

Partnership building as a broadening participation strategy

Length: 

9 pp.

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Descriptors (Bodies of Work): 

Pages

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