Research and Evaluation

Kristen Reed

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Kristen Reed

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Kristen

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Reed

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Kristen Reed leads studies that provide new insights into early childhood education and early mathematics learning and teaching, with a focus on the link between teacher professional development and student outcomes. Her work reflects her commitment to designing resources and professional development that make mathematics fun, challenging, and engaging for children and teachers. She is an experienced teacher, professional development facilitator, and researcher.

Reed is the co-Principal Investigator (PI), with Jessica Young, of a National Science Foundation (NSF)-funded study, Games for Young Mathematicians, which examines the relation between a teacher professional development intervention and low-income preschool children’s school readiness skills and mathematics learning. The intervention gives preschool teachers effective strategies, using mathematics games and activities, to support children’s growth mindset and persistence.

She is also co-PI, with Young and Heidi Rosenberg, of two Heising-Simons Foundation-funded projects, Family Engagement in Early Mathematics and the Teacher Practices Observation Study. These projects examine how a professional development model can support teachers in engaging families in early mathematics activities through at-home games and mathematics mini-books that align with the mathematics games teachers are using in the classroom. Reed and colleagues are investigating the potential of this model for enhancing teachers’ mathematics instruction and improving children’s mathematics learning and school-readiness skills.

Reed contributed to the development of the Partnership for Assessment of Readiness of College and Careers (PARCC) K–2 formative assessment tasks. These tasks are engaging for children, informative for teachers—tasks include detailed observation checklists that help teachers gain insight into student understanding—and serve as examples of how to engage children with the Common Core State Standards, with a particular focus on the Standards for Mathematical Practice.

Reed is also leading mixed data analysis and contributing to the design and implementation of the Mathematics Instructional Materials project. Funded by NSF, this longitudinal study is examining school districts’ implementation of elementary mathematics instructional materials (Everyday Mathematics or Investigations in Number, Data, and Space). Reed is studying the relation between district and school support for implementation, the school’s level of use of the materials, and the effects on student outcomes.  

Reed has coauthored publications on mathematics education and on teacher professional development, including “Play Games, Learn Math! Explore Numbers and Counting with Dot Card and Finger Games,”Mastery Motivation: Persistence and Problem Solving in Preschool,” “Designing K–12 Formative Assessment Tasks,” and “Mathematical Structure and Error in Kindergarten.” In addition, Reed and her colleagues have created resources for teachers and parents that are available on the Young Mathematicians website.

Before joining EDC, Reed taught 4th and 5th grade at a pilot school in Boston during the years when the Boston Public Schools were scaling up the implementation of Investigations in Number, Data, and Space. She has a BA in anthropology and a master’s degree in international comparative education from Stanford University, and an MEd in elementary education from Lesley University.

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Non-Staff Profile

Job title: 

Research Scientist

Program: 

Science and Mathematics Programs

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2913

Mary Beth Piecham

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Mary Beth Piecham

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Mary Beth

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Piecham

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Mary Beth Piecham, a highly skilled researcher, advances the field's knowledge of effective K-12 mathematics instruction. Her research has focused on the role of curriculum and professional development in supporting teachers to enact mathematical practices to enhance students' understanding and enjoyment of mathematics.

Piecham is a co-Principal Investigator on Mathematical Practices Implementation Study, a National Science Foundation-funded study to understand how high school teachers’ implementation of a mathematical habits of mind curriculum, CME Project, impacts their mathematical knowledge and instructional practice. She oversees a team of researchers and developers, and is responsible for the research design, instrumentation, and analysis. As part of that work, Piecham has conducted classroom observations, designed instruments to measure fidelity of implementation, and conducted qualitative and mixed methods analysis.

In other work, Piecham was the liaison for the Focus on Mathematics Math Science Partnership, an EDC-led partnership with teachers, administrators, mathematicians, and mathematics educators to improve student achievement through content-based professional development and mathematical learning communities.

Before joining EDC, Piecham was a communications professional for eight years. Her work included leading the media outreach for a WBGH-produced PBS global health documentary and multimedia partnership and a national initiative to interest girls in engineering. She also served as public relations executive, third-grade teacher assistant, and afterschool tutor.

Piecham received a BA from North Carolina State University and an MEd in Curriculum and Instruction from University of Massachusetts-Boston.

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Non-Staff Profile

Job title: 

Project Director

Program: 

Science and Mathematics Programs

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2510

June Mark

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June Mark

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June

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Mark

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June Mark leads R&D related to mathematics and computer science teacher professional development, instructional design, and curriculum implementation. Her research interests include identifying systems and supports to ensure all students access quality mathematics and computer science learning experiences, building resources to support the learning of teachers and district leaders, and understanding and supporting high-quality instructional materials implementation.

Mark is the co-Principal Investigator, project director, and a co-author of EDC’s Transition to Algebra curriculum and companion book Making Sense of Algebra (Heinemann). She is co-PI with Deborah Spencer, Paul Goldenberg, and Laura O'Dwyer (Boston College) of an NSF-funded study of the implementation of Transition to Algebra. As the co-PI of iPuzzle, she is working to develop prototype apps for mobile devices (SolveMe Puzzles) that engage students in interactive exploration of Transition to Algebra’s logic-building mathematical puzzles.

As co-PI of Beauty and Joy of Computing for New York City, Mark plays a leadership role in an NSF-funded Mathematics and Science Partnership that is adapting UC Berkeley’s Beauty and Joy of Computing course for high school students and scaling it across New York City. Partners include UC Berkeley, the NYC Department of Education, and CSNYC (NYC Foundation for Computer Science Education). BJC aims​ to attract non-traditional computing students (especially female and underrepresented minority students) to the breadth and depth of ideas in modern computer science. The course will prepare students to take the new AP Computer Science Principles exam launching in spring 2017. Mark also serves as an advisor to the NYC Computer Science for All program evaluation, a collaboration between New York University's Research Alliance and EDC.

She is also co-leading the development of an NSF-funded website and course, Implementing the Mathematical Practice Standards, that deepen teachers’ awareness and understanding of the Common Core’s Standards for Mathematical Practice (SMP) by engaging teachers in using—and envisioning students’ mathematical thinking when using—the SMP. The professional development course will be published will be published by the National Council of Teachers of Mathematics.

As the co-PI for the National Science Foundation (NSF)–funded project Coherent Implementation of Mathematics Instructional Materials, she co-leads a four-year, longitudinal, mixed-methods study of school districts’ implementation of elementary mathematics instructional materials. As Co-Director of the NSF-funded K–12 Mathematics Curriculum Center, Mark has provided technical assistance, resources, applied research, and professional development to help teachers and administrators make informed decisions about mathematics instructional materials. She presents findings from this work at national conferences.

Mark has a special focus on making new research findings on effective mathematics instruction useful to teachers and mathematics leaders. A few of her publications include How Do Districts Choose Mathematics Textbooks? (72nd NCTM Yearbook), Curriculum Leadership in Choosing Mathematics Materials (NCSM Journal), A Mathematics Leader's Guide to Lesson Study in Practice (Heinemann), The Fostering Geometric Thinking Toolkit(Heinemann), and Choosing A Standards-Based Mathematics Curriculum (Heinemann).

Previously at EDC, Mark investigated how teacher leadership supports and sustains mathematics and science reform and documented community-based learning centers’ impacts on the lives of their primarily minority and low-income participants and their communities. She also coordinated software and materials development for educational products including The Geometric Supposer and Visualizing Algebra, software environments in which students can manipulate and investigate mathematical ideas in algebra and geometry.

Mark received her BS (Mathematics) and BSE (Decision Sciences) from the University of Pennsylvania, and an EdM from the Harvard University Graduate School of Education.

Staff: 

Non-Staff Profile

Job title: 

Managing Project Director

Program: 

Science and Mathematics Programs

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2548

Heidi Larson

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Heidi Larson

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Heidi

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Larson

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Heidi Larson specializes in networking and collaboration, educational technology, and professional development. She advances a diverse array of initiatives focused on these and other key aspects of education reform.

Larson is the State Outreach and Cross-REL/Technical Assistance (TA) Coordinator for the Regional Educational Laboratory Northeast & Islands. In this role she oversees, promotes, tracks, and reports on overall state and TA center outreach, needs assessment, and collaboration, and oversees REL-NEI’s popular Reference Desk. In addition, she is a TA liaison and education technology community of practice lead for the Investing in Innovation Fund TA program, led by Westat, and is developing online instructional modules about the use of social media in growing a business for EDC’s Social Technology Enabled Professional program. 

Previously, as the co-director of the Virtual Education Initiative for the New England Comprehensive Center, Larson helped education decision-makers understand the benefits and challenges of virtual and blended learning and develop strategies for advancing programs. She has also worked on research and evaluation projects at EDC, including studies on the impact of technology in math and on professional development as well as opinions and attitudes toward open-source online assessment delivery platforms.

Larson’s key interest is on how mobile technology and social media can benefit teaching and learning for educators and administrators. To this end, she co-developed and co-facilitated an online course assisting teachers in building the language skills of English learners, and is working with graduate students to both help ESL teachers understand the power of mobile devices in expanding their adult students’ learning (see Ed. Magazine article “Have ESL, Will Travel”) and to enhance visitors’ experiences to the Boston Women’s Heritage Trail via AR. She has presented at numerous conferences on these topics.

In 2016, Larson was honored into the Consortium of School Networking Volunteer Hall of Fame for the fourth time for her work on the Leadership for Mobile Learning Initiative. She also volunteers for her local education foundation and is the chair of a local scholarship fund for high school seniors.

Before joining EDC, Larson was an adult computer instructor, an educational software reviewer, and a professional development instructor on postsecondary online education. She also developed numerous websites and online courses for small businesses.

Larson received a BA from Colby College and an EdM from the Harvard University Graduate School of Education. She has certificates in online course facilitation from Cerro Coso Online and website technologies from Worcester Polytechnic Institute.

 

Staff: 

Non-Staff Profile

Job title: 

Project Director

Program: 

Research, Evaluation, and Policy

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2886

Lynn Goldsmith

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Lynn Goldsmith

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Lynn

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Goldsmith

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Lynn Goldsmith leads studies that provide new insights into effective approaches to interdisciplinary STEM learning and strategies to help teachers become more thoughtful and effective in their mathematics instruction. Her recent research has focused on mathematics instructional design and professional development, explored possible relationships between arts education and STEM learning, examined principals' instructional leadership for mathematics, and investigated the role that emotions play in learning.

Goldsmith leads a National Science Foundation (NSF)-funded initiative, STEAM Power, in which EDC and Artists For Humanity (AFH) are working to connect under-resourced youth in Boston, Mass. to science, technology, engineering, and math (STEM) careers through authentic art-making experiences that integrate STEM learning. Goldsmith also leads evaluations that examine the impact of a wide variety of educational interventions on student outcomes, and engages in collaborative research with colleagues at Mills College, Syracuse University, and WestEd.

Recently, Goldsmith supervised the research component of several EDC professional development initiatives funded by the NSF, including Turning to the Evidence, Supporting Staff Developers, and Formative Assessment in the Mathematics Classroom: Engaging Teachers and Students (FACETS). With colleagues from Boston College and Massachusetts College of Art and Design, she investigated the connection between arts and geometric thinking.

Her recent publications include “Visual-Spatial Thinking in Geometry and the Visual Arts" (article published in Psychology of Aesthetics, Creativity, and the Arts), Mathematics Teachers’ Learning: A Conceptual Framework and Synthesis of Research; A Framework for the Facilitation of Teachers’ Analysis of Video; Examining Mathematics Practice through Classroom Artifacts; and “Developing Self-Regulating Learners: The Critical Role of Feedback" (ASCD Express). She is a co-author of The Fostering Algebraic Thinking Toolkit: A Guide for Staff Developmentand several guides for selecting rigorous curriculum materials (Choosing a Standards-Based Mathematics Curriculum and the series Guiding Curriculum Decisions for Middle Grades—for language arts, mathematics, and science). She has also written about child prodigies, including coauthoring Nature's Gambit: Child Prodigies and the Development of Human Potential.

Before joining EDC, Goldsmith held research positions at TERC, Tufts University, and MIT.  

Goldsmith has a BA in Psychology from Yale University and a PhD in Child Psychology from the University of Minnesota, Institute of Child Development.

Staff: 

Non-Staff Profile

Job title: 

Distinguished Scholar

Program: 

Pathways to College and Careers

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2529

Josephine Louie

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Josephine Louie

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Josephine

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Louie

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Josephine Louie has extensive experience conducting research in education and social science, with a background in quantitative and qualitative research methods.

Louie is a research leader for multiple projects funded by the National Science Foundation (NSF), including the Research + Practice Collaboratory, a national, multi-site project that is exploring methods to build stronger links between educational research and practice in STEM, and the Visual Access to Mathematics project, which is developing and studying a professional learning program to promote teachers’ use of visual representations to support mathematics learning among English Learners in the middle grades.

Louie served as the co-Principal Investigator of Ocean Tracks and the Project and Research Director of Ocean Tracks – College Edition, two R&D projects that have been creating and studying an online learning resource that provides student-friendly access to large-scale professionally collected marine biology and oceanographic data. She oversaw formative and early summative research on the NSF-funded development of the ninth-grade Transition to Algebra curriculum. As a senior researcher for the Regional Educational Laboratory Northeast and Islands, funded by Institute for Education Sciences (IES) at the U.S. Department of Education, Louie published on classroom formative assessment, national and state student assessment outcomes, and education practices for high-needs student populations.

Louie is the lead author of the article, Challenges to using the Regression Discontinuity Design in educational evaluations: Lessons from the Transition to Algebra study, published by the American Journal of Evaluation in 2016. She is the co-author of the forthcoming chapter, A Collaborative Approach to Strengthening K-2 Mathematical Practices with Technology, to be published in the Annual Perspectives in Mathematics Education (APME) 2017. She is the lead author or coauthor of four IES studies: “An Examination of Two State-Supported Formative Assessment Initiatives in the REL-NEI Region,” “Gender Gaps in Assessment Outcomes in Vermont and the United States,” “Math Education Practices for Students with Disabilities and Other Struggling Learners: Case Studies of Six Schools in Two Northeast and Islands Region States,” and “New Measures of English Language Proficiency and Their Relationship to Performance on Large-Scale Content Assessments.”

Before joining EDC, Louie was a researcher for the Harvard River City Project, a multiyear study of a middle school science curriculum delivered through a Multiuser Virtual Environment Experiential Simulator (MUVEES). She was a Research Associate and Outreach Coordinator for the Metro Boston Equity Initiative at the Civil Rights Project at Harvard University, Senior Data Analyst for the Harvard Immigration Project, and Research Analyst at the Joint Center for Housing Studies at Harvard University. Louie also worked as a researcher and writer for the documentary film company Northern Light Productions and as an urban planner for Wallace, Floyd Associates in Boston.

Louie received an AB from Harvard College, a master’s in city planning from Massachusetts Institute of Technology, and an EdM and EdD from the Harvard Graduate School of Education.

Staff: 

Non-Staff Profile

Job title: 

Research Scientist

Program: 

Science and Mathematics Programs

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2883

Caroline Parker

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Caroline Parker

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Caroline

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Parker

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Carrie Parker leads research to improve programs and policies for all students, particularly culturally and linguistically diverse youth, including those with disabilities and English learners. She examines a wide range of education reform issues including educational equity, technology integration, and strategies to enhance STEM learning and teaching.

In her capacity as Alliance Researcher for the REL Northeast & Islands at EDC's English Language Learners Alliance, Parker co-authored Patterns of English Learner Student Reclassification in New York City Public Schools that examines how long it takes English learners to reach English proficiency, as well as the Correlates of Academic Performance for English Language Learner Students in a New England District study, and a companion report that describes how to apply the study's analysis methods to similar data in other districts. She is working with Alliance members on English learner issues such as designing programs for Newcomer students and improving the process for identifying English learners when they register for school. Her research on dually-identified English learners (identified as both English learners and students with disabilities) has also been supported by the Massachusetts Department of Elementary and Secondary Education (MADESE). 

As co-Principal Investigator (co-PI) of the STEM Learning and Research Center at EDC, Parker is working with a team that is deepening the impact of the National Science Foundation (NSF)-funded Innovative Technology Experiences for Students and Teachers (ITEST) program to better prepare a diverse, skilled, and innovative STEM workforce. Her STELAR blog describes four syntheses about the impact of ITEST projects over the last 12 years. She recently served as guest editor of the Journal of Science Education and Technology titled Innovations and Challenges in Project-Based STEM Education: Lessons from ITEST. She is also co-PI of the NSF-funded Technology Observation Protocol-Science (TOP-Science) project, which is designing and piloting a classroom observation protocol to measure the impact of innovative technology integration on high school science teaching. The framework used to design the protocol, Examining the Quality of Technology Implementation in STEM Classrooms: Demonstration of an Evaluative Framework, was published in the Journal of Research on Technology in Education.

Parker is PI of the evaluation of the Think College Transition Model Project, an innovative program providing students with intellectual disabilities access to college courses, funded by the Investing in Innovation (i3) program.

Parker is author or coauthor of multiple articles on STEM education programs for teachers and youth.  A sampling of some of her articles published include: “New Measures of English Language Proficiency and Their Relationship to Performance on Large-Scale Content Assessments”; “Processes and Challenges in Identifying Learning Disabilities Among Students Who Are English Language Learners in Three New York State Districts"; "Measuring Cognition of Students with Disabilities Using Technology-Enabled Assessments"; and "Teacher Views of Students in the Gaps."

Before joining EDC, Parker worked in Nicaragua as the director of the International Baccalaureate Program at Notre Dame Academy, and she has been a journalist and translator.

She received a BA in English literature from Williams College, an MEd from Framingham State College, and EdM and EdD degrees from the Harvard Graduate School of Education.

 

Staff: 

Non-Staff Profile

Job title: 

Principal Research Scientist

Program: 

Leadership for Learning Innovation

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2740

Mark Driscoll

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Mark Driscoll

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Mark

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Driscoll

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Mark Driscoll, a nationally recognized leader in mathematics education, designs instructional resources and professional development materials that build mathematics teacher's capacity to enhance students' understanding and improve their learning outcomes. For the past decade, his work has centered on professional development for algebraic thinking and geometric thinking, with a particular eye on teachers of English learners.

Driscoll is responsible for a portfolio of work across projects aimed at improving mathematics instruction through teacher professional development. Recently, he directed two research projects: the Institute of Education Sciences (IES)–funded Mathematics Coaching Supporting English Learners study and the National Science Foundation (NSF)–funded Fostering Mathematics Success of English Language Learners study. Drawing upon findings from the latter study, he and his team have launched a free website that offers middle school mathematics teachers proven strategies to support English learners’ success: Mathematical Thinking: Supports for English Language Learners.

In recent years, Driscoll has had several collaborations with Horizon Research, Inc., with WestEd, with Boston College, and with Measured Progress.  He is the author and coauthor of numerous publications on teacher professional development, including Fostering Algebraic Thinking, Fostering Geometric Thinking, and accompanying toolkits all published by Heinemann.

Driscoll is the recipient of the 2010 Ross Taylor/Glenn Gilbert National Leadership Award from the National Council of Supervisors of Mathematics. From 2003 to 2007, he sat ex officio on the board of the National Council of Supervisors of Mathematics as Editor of their Journal of Mathematics Education Leadership. Recently, he served on the IES What Works Clearinghouse team developing the Practice Guide Improving Mathematical Problem Solving in Grades 4 through 8.

Before joining EDC, Driscoll helped start and taught at an alternative high school in St. Louis, Missouri, Logos School.

Driscoll received his BA from Boston College and, as a student of Gary Jensen, his MA and PhD in mathematics from Washington University in St. Louis, with a specialization in differential geometry.

Staff: 

Non-Staff Profile

Job title: 

Managing Project Director

Program: 

Leadership for Learning Innovation

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2508

Jessica Young

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Jessica Young

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Jessica

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Young

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Jessica Mercer Young is dedicated to providing equitable learning opportunities for all children, with a particular focus on vulnerable and at-risk populations. An expert in child development, her research focuses on the intersection of developmental science and early childhood education, investigating the ways in which families, teachers, and schools promote children’s mastery motivation—persistence at challenging tasks, mathematics learning, and problem-solving skills.  Her work provides new insights into early childhood learning and teaching, with an emphasis on the link between teachers’ mathematics anxiety and beliefs about learning to child outcomes.

Currently, Young and co-Principal Investigator (PI) Kristen Reed are leading a National Science Foundation-funded study, Games for Young Mathematicians, that is examining the potential of a game-based professional development intervention to promote children’s mastery motivation and mathematics learning. The intervention facilitates teachers’ understanding of children’s mathematics development using developmentally appropriate, challenging, mathematics games and activities, and gives them effective strategies, using mathematics games and activities, to support children’s growth mindset and persistence. 

Young is also co-PI, with Reed and Heidi Rosenberg, of two projects funded by the Heising-Simons Foundation, Family Engagement in Early Mathematics and the Teacher Practices Observation Study. These projects examine how a professional development model can support teachers in engaging families in early mathematics activities through at-home games and mathematics mini-books that align with the mathematics games teachers are using in the classroom.

She is also an expert on the Early Language and Literacy Classroom Observation (ELLCO PreK) toolkit; leading Train-the-trainer seminars and professional development institutes across the country.

Young has coauthored publications on mastery motivation, early childhood mathematics education and teacher professional development, including “Mother-child Interaction as a Predictor of Mastery Motivation,” “Play Games, Learn Math! Explore Numbers and Counting with Dot Card and Finger Games,”Mastery Motivation: Persistence and Problem Solving in Preschool,” and “ Use of a Storytelling Context to Improve Girls' and Boys' Geometry Skills in Kindergarten” and “Building a Classroom Community that Supports English Learners in Preschool”. In addition, Young and her colleagues have created resources for teachers and parents that are available on the Young Mathematicians website.

Before joining EDC, Young taught preschool.  She received a BA in psychology from Boston College, an EdM in human development and psychology from Harvard University, and a PhD in applied developmental and educational psychology from Boston College.

 

Staff: 

Non-Staff Profile

Job title: 

Research Scientist

Program: 

Early Learning and Development

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2728

Jacqueline Bourassa

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Jacqueline Bourassa

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Jacqueline

Last name: 

Bourassa

Bio: 

Jacqueline Bourassa has a special focus on enhancing literacy instruction as a vehicle for school improvement. Currently, she is working to advance the translation of research into practice to help teachers refine instructional practice and administrators implement school reform.

As Project Manager for Literacy and Academic Success for English Learners through Science (LASErS), a multi-year project funded by the Investing in Innovation (i3) Fund, Bourassa oversees day-to-day operations and leads school and community outreach by working with foundations, donors, and the project’s Leadership Alliance. She continues to facilitate the Early Childhood Education Research Alliance for the REL Northeast & Islands at EDC. In this capacity, she brings together early childhood stakeholders to create a shared research agenda that will ultimately improve the lives of young children (birth through age 8). For EDC's Center for Early Learning Professionals, she oversees the professional development approval process.

Recently, Bourassa facilitated the revision of Rhode Island’s draft Early Learning Standards (birth through age 5) and the development of the state’s Comprehensive Literacy Plan. As the EDC project director for the New York Comprehensive Center, she managed a staff of experts whose mission was to develop the capacity of the New York State Education Department and its networks and agencies to assist districts and schools in improving achievement outcomes for all students.

Bourassa has developed instructional sequences, scripts, participant materials, and a facilitator’s guide for Blended Learning Modules (BLM) for Literacy that are in use internationally. She also co-developed planning guides and materials for Teaching Literacy, Pakistan’s Pre-STEP course for literacy instruction. (Read a blog post by Bourassa about the guides and materials.)

Before joining EDC, Bourassa worked at the Rhode Island Department of Elementary and Secondary Education where she cultivated deep knowledge of both research-based literacy initiatives and the change process that supports successful implementation. As a literacy specialist in the Office of Instruction, she provided leadership and oversight for several reform initiatives and served as State Coordinator for Reading First. She has taught literacy education courses at the University of Rhode Island working with both graduate and undergraduate students preparing to become teachers.

She received a BS and an MEd from Rhode Island College and an EdD from LaSalle University.

Staff: 

Non-Staff Profile

Job title: 

Senior Curriculum/Instructional Design Associate

Program: 

Early Learning and Development

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2752

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