Out-of-School Time

A Close-Up Look at the State of Cyberlearning and the Future of Learning with Technology


Wendy Martin advances knowledge of how key aspects of education programs influence impact and participant experience. She specializes in leading formative research and collaborative co-design projects that deepen understanding of how to design effective educational technologies and integrate them into educational environments to enhance students' learning. Currently, Wendy is conducting an evaluation of the CS4All initiative in New York City with colleagues at the Research Alliance for New York City Schools. Wendy is also a staff member on the Center for Innovative Research in Cyberlearning (CIRCL) led by SRI and EDC. In this post, she discusses an October 2017 publication, "Cyberlearning Community Report: The State of Cyberlearning and the Future of Learning with Technology" that she co-edited and co-authored.

Wendy Martin

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Quick-Click Tour: EDC's New Resources

Mon, 09/18/2017



This "Quick-Click Tour" tour offers a fast way to explore over 100 of the new resources—including videos, articles, toolkits, online resources, books, reports, and briefs—that EDC produced in FY17. Videos can be viewed within this issuu document.

Explore EDC's new resources in this quick-click tour


18 pp.

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Everyone's Worried About Fake News: What Can Teachers Do About It?

In this article, EDC experts Eliza Fabillar, Tony Streit, and Bill Tally share their insights on the crucial importance of teachers fostering students' media literacy, informed use of social media, and civil discourse: "Not only do teachers need to help their students understand the difference between real and fake news stories, but they need to guide them in learning how to consume, understand, and create media that is relevant to their lives...In a democratic society, it’s every teacher’s responsibility to educate their students on how to be citizens, and being able to make sense of media is a critical part of that education...We need to make media literacy instruction more nimble to better address the media environments in which young people are spending time. This means talking about social media and having real conversations about truth, ethics, and the responsibilities of digital citizenship..."


EDC Newsroom

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Mon, 08/21/2017

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Media Making to Make Sense of Media


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.


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Kelley O'Carroll

Email Kelley O'Carroll

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Kelley O'Carroll

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Kelley O’Carroll brings extensive experience in education, program evaluation, and research in child development and family engagement to her work in early childhood education.  She applies her efforts to programs for both institutional and at-home environments.

O’Carroll serves as the Continuous Quality Improvement (CQI) Technical Assistance Coordinator for the Design Options for Home Visiting Evaluation (DOHVE) project, which provides support data, CQI systems, and evaluations of statewide home-visiting projects, and other topics to grantees funded under the Maternal, Infant, and Early Childhood Home Visiting Program.  She also evaluates the Rhode Island Center for Early Learning Professionals’ work with the Rhode Island State Pre-K Program.

Previously at EDC, O’Carroll participated in evaluations of large-scale state and national initiatives, including the Rhode Island Center for Early Learning Professionals, the Washington State Race-to-the-Top Early Learning Challenge, and the Head Start New Director Coaching Initiative. In these roles, she designed qualitative and quantitative measurement tools, conducted interviews and focus groups, analyzed data, and contributed to reports of findings.

She was also part of the Engaging Families to Promote Young Children’s Early Mathematics Learning and Mastery Motivation study funded by the Heising-Simons Foundation. The study examined whether engaging families in at-home family mathematics activities promotes children’s learning outcomes. In her role, O’Carroll co-created family engagement professional development (PD) materials and programs for Head Start teachers, and managed communications with teachers and parent participants. 

O’Carroll is co-author of several publications on the impact of family-focused interventions in early education, including Social support through social capital: A model of a parent support group for mothers in an urban Head Start and Family Connections: An approach for strengthening early care systems in facing depression and adversity. She has also contributed to the chapter, “Family Engagement” in Children of 2020: Creating a Better Tomorrow.

Prior to joining EDC, O’Carroll was an evaluator with Family Connections, a preventive mental health intervention in Head Start. She also worked with the Harvard Family Research Project, where she managed the Family Involvement Network of Educators and contributed to evaluation of National Parental Information and Resource Center Coordination Centers.

O’Carroll began her career as a teacher in Boston and has worked with students and families in a range of settings, including English-as-a-Second-Language schools, a family literacy program, and undergraduate and graduate programs in the US and abroad. She also served as the Family Coordinator for the Language and Social Communication Research Program at the Boston University School of Medicine.

O’Carroll received a BA in English from Mount Holyoke College and both an EdM in Human Development and Psychology and an EdD in Human Development and Education from Harvard Graduate School of Education. She was a recipient of a Head Start Graduate Student Research Grant from the U.S. Administration for Children and Families. 


Staff Profile

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Research Associate II

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43 Foundry Avenue
Waltham, Massachusetts 02453-8313



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

Fri, 04/01/2016


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



80 pp.

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New America Forum: What's Next for STEM Education?


Free Online Event

On March 16 from 1:00-2:30 p.m. ET, Cindy Hoisington will represent EDC as a featured panelist in the livestreamed New America Forum, “What’s Next for STEM Education: Boosting Teachers and Teaching, PreK–12." A nationally recognized expert in preschool and elementary school STEM education, Hoisington is a contributor to STEM Starts Early, one of several new reports that the panel will discuss.

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EDC Presents Afterschool Care Recommendations at Mass. State House

meghan-broadstone photo

Improving the quality of services that afterschool and out-of-school time (ASOST) programs provide will be complex and require collaboration among many decision makers and program staff, EDC’s Meghan Broadstone told a group of lawmakers and stakeholders at the Massachusetts State House on Tuesday, January 31.

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