Out-of-School Time

EDC and Artists for Humanity Turn STEM and Arts Into STEAM Power

Photo of Lynn Goldsmith

With a grant from the National Science Foundation, two powerhouses in changing youth experiences, EDC and Artists For Humanity (AFH), have joined forces to connect under-resourced youth in Boston, Mass. to science, technology, engineering, and math (STEM) learning and careers. The project, STEAM Power, builds on AFH’s highly successful out-of-school art and design program for Boston youth.

Descriptors (Bodies of Work): 

Megan Silander

Email Megan Silander

Descriptors (Bodies of Work): 

Photo: 

Megan Silander

First name: 

Megan

Last name: 

Silander

Bio: 

Megan Silander conducts research that generates new insights into effective preK–12 education policies and programs. Her research interests include school and instructional improvement, accountability, and out-of-school time learning. She brings experience with qualitative data collection and analysis, experimental and quasi-experimental methods, and the analysis of extant and district administrative data.

Silander is the co-Principal Investigator of two National Science Foundation (NSF)-funded initiatives, "Zoom In! Learning Science with Data" and "Bringing Science Home with PEEP." She conducts research on Ready To Learn, a U.S. Department of Education-supported initiative led by PBS and CPB that EDC has studied for a decade and that has produced new findings on how to use transmedia resources to improve the school readiness of preschool children in low-income communities. She is also contributing her expertise to Digital Games as Analogical Sources for Science Learning, an NSF-funded study of how specific features of digital gameplay and subsequent instruction for middle-grade science learning can support consolidation and transfer of conceptual understanding beyond the game world.

She has coauthored several articles and chapters including, “Parent and Community Engagement and the Sustainability Challenge for Urban Education Reform” (in Education Reform in New York: Ambitious Change in the Nation’s Most Complex School System), “School Racial Composition and Young Children’s Cognitive Development” (in Integrating Schools in a Changing Society: New Policies and Legal Options for a Multiracial Generation), and “Instruction in High School: The Evidence and the Challenge” (The Future of Children).  She presents her findings at the national conferences of organizations such as Games+Learning+Society, Association for Public Policy Analysis and Management, CHI PLAY, and the American Educational Research Association.

Prior to joining EDC, Silander was a research scientist at the Consortium for Policy Research in Education and served as a deputy and policy analyst for a member of the Los Angeles Board of Education.

Silander holds a BA in linguistics from Pomona College, an EdM in international education policy from Harvard Graduate School of Education, and a PhD in education policy from Columbia University. Her dissertation used quasi-experimental methods to examine the impact of school closure in New York City.

Staff: 

Non-Staff Profile

Job title: 

Research Associate II

Program: 

Center for Children and Technology

Mailing Address: 

96 Morton Street, 7th Fl
New York, New York 10014 

Telephone: 

212-807-4219

EDC Expert Contributes to New Report on STEM Learning in Out-of-School Time Settings

Leslie Goodyear

As 1 of 13 national out-of-school time experts chosen to serve on the National Research Council (NRC) Board on Education’s Committee on Successful Out-of-School STEM Learning EDC Principal Research Scientist, Leslie Goodyear contributed to the NRC report Identifying and Supporting Productive STEM Programs in Out-of-School Settings. On October 16, she will share findings from the report as a

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EDC Website Spotlights Work to Bridge STEM Education Research and Practice

Interactive STEM logo

EDC has launched a new website featuring our collaborative work with practitioners in Auburn, Maine schools to help teachers promote strong, research-based mathematical thinking among K–2 students.

Descriptors (Bodies of Work): 

Identifying and Supporting Productive STEM Programs in Out-of-School Settings

Thu, 06/25/2015

Author(s): 

Committee on Successful Out-of-School STEM Learning

EDC Principal Research Scientist Leslie Goodyear is one of 13 experts who, as members of the Committee on Successful Out-of-School STEM Learning appointed by the National Research Council's Board on Education, contributed to this new report released on June 25, 2015.  The Committee on Successful Out-of-School STEM Learning was charged with outlining the criteria that policy makers, program developers, and other stakeholders can use to identify effective out-of-school STEM settings and programs.

Report Cover

Length: 

85 pp.

Publication Type: 

Descriptors (Bodies of Work): 

EDC Expert Contributes to New Report on STEM Learning in Out-of-School Settings

EDC Principal Research Scientist Leslie Goodyear is one of 13 experts who, as members of the Committee on Successful Out-of-School STEM Learning appointed by the National Research Council's Board on Education, contributed to a new report released on June 25: "Identifying and Supporting Productive STEM Programs in Out-of-School Settings." Visit the National Academies Press (NAP) website to download a free PDF of the report, read the report online, or order print copies.

Source: 

National Research Council of the National Academies

Publication Date: 

Thu, 06/25/2015

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Science Fairs Study in the Spotlight

This article discusses the important role that EDC's Science Fairs Under the 'Scope study is playing in advancing the field's knowledge of what kids gain from science fairs, what makes some science fair experiences better than others, and how much a good science fair costs: "...there’s actually not that much in the way of data on their effectiveness, and that needs to change, according to leaders of a new study on the subject. Science Fairs Under the ‘Scope is being funded with a $2 million grant from the National Science Foundation to put some rigorous research into what kids learn from competitions, whether they spark an interest in science, and if they are cost-effective. This is research that top STEM funders will want to pay attention to. "

Source: 

Inside Philanthropy

Publication Date: 

Fri, 05/08/2015

Descriptors (Bodies of Work): 

STEM Teaching & Learning Video Showcase

Date: 

05/11/2015
Free Online Event

From May 11 (8:00 a.m. ET) through May 15, educators, researchers, policy-makers, and all others interested in innovative STEM education R&D are invited to visit the free, online, and interactive 2015 Teaching & Learning Video Showcase: Improving Science, Math, Engineering, & Computer Science Education. During the Showcase, participants will view, discuss, and vote on 3-minute videos that spotlight cutting-edge National Science Foundation (NSF)-funded work.

Descriptors (Bodies of Work): 

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

Descriptors (Bodies of Work): 

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