Technical Assistance

Quick-Click Tour: EDC's New Resources

Mon, 09/18/2017

Author(s): 

Staff

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

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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..."

Source: 

EDC Newsroom

Publication Date: 

Mon, 08/21/2017

Descriptors (Bodies of Work): 

Supporting Early Career STEM Education Researchers

Teaser: 

Catherine McCulloch leads national initiatives focused on bridging STEM research and practice to improve outcomes for students. She is the Principal Investigator of the National Science Foundation (NSF)-funded Community for Advancing Discovery Research in Education (CADRE) and STEM Smart, and a member of EDC’s Interactive STEM R+P Collaboratory team. In this post, Catherine discusses the need to better prepare and support early career STEM education researchers. Since its launch in 2008, CADRE has worked to meet this need through the CADRE Fellows Program and by publishing a wide array of resources. This post spotlights a comprehensive new resource, the CADRE Early Career Guide: Tips for Early Career STEM Education Researchers, that presents great advice on how to become a successful researcher in the field of STEM education that experienced NSF investigators have shared with CADRE Fellows. The guide also provides a close-up look at the CADRE Fellows Program.

Featured Blog: 

1

Descriptors (Bodies of Work): 

Early Childhood at EDC

Fri, 06/16/2017

Author(s): 

This brief describes EDC's deep commitment to ensuring that all young children have the support they need during the critical early childhood window of time. In the brief, we share what it takes to improve the quality of early childhood services and describe some of the efforts that we are leading across the U.S. and around the world to make a difference in the lives of young children and their families.

Early Childhood brief

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Length: 

8 pp.

Publication Type: 

Descriptors (Bodies of Work): 

Early STEM Learning at EDC

Fri, 06/16/2017

Author(s): 

Education Development Center

This fact sheet provides a brief overview of some of EDC's work to ensure that all young children—and especially young children who live in low-income communities and are members of underrepresented groups—can access high-quality early STEM learning experiences that foster their school readiness and success. Features highlights from our research and evaluation, professional development, and instructional design initiatives.

Early STEM learning at EDC

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Length: 

4 pp

Publication Type: 

Descriptors (Bodies of Work): 

EDC and Crystal Bridges Launch New Online Scholar Program

Kirsten Peterson

With help from EDC, Crystal Bridges Museum of American Art has launched the Crystal Bridges Online Scholar Program, an all-expense-paid, four-week course for arts and humanities educators who work with learners in grades 9 and up. Applications for the first session in summer 2017 are due April 25. Applications for the second session in late summer/early fall 2017 are due June 30.

Descriptors (Bodies of Work): 

Gabriela Garcia

Email Gabriela Garcia

Descriptors (Bodies of Work): 

Photo: 

Gabriela Garcia

First name: 

Gabriela

Last name: 

Garcia

Bio: 

Gabriela Garcia brings expertise in mixed-methods evaluation design, project management, report writing, and STEM-based higher education programs. As an evaluator and researcher, Garcia strives to provide meaningful and relevant information that fosters evaluative thinking and helps improve initiatives and programs.

Garcia provides technical assistance to grantees under the National Science Foundation’s Inclusion across the Nation of Communities of Learners of Underrepresented Discoverers in Engineering and Science (NSF INCLUDES), a national initiative that is working to identify and scale up proven and innovative approaches to provide access to groups traditionally underrepresented and underserved in STEM fields. She is also assisting with the evaluation of the Illinois 21st Century Community Learning Centers (CCLC) Program, which provides students with academic and youth development services and students’ families with educational and personal development opportunities.

Garcia is an active member of the American Evaluation Association (AEA), where she served as the co-chair of the mentorship program for the Multiethnic Issues in Evaluation Topical Interest Group (TIG) from 2011 to 2017. She is also a founding member of AEA’s Latino/a Responsive Evaluation Discourse TIG and contributes to the mentorship and professional development working group.

Prior to joining EDC, Garcia conducted mixed-method evaluations of a variety of foundation- and federally funded K-12 and higher education STEM and health education initiatives, and took part in the Illinois Science, Technology, Engineering, and Mathematics (I-STEM) Education Initiative. She led federally funded project evaluations, including an evaluation of a STEM scholarship program for undergraduate students and an evaluation of a validation study of an early childhood teacher evaluation framework.

Garcia received a BA in Psychology from DePaul University and a PhD in Educational Psychology with a focus on program evaluation from the University of Illinois at Urbana-Champaign.

 

Staff: 

Non-Staff Profile

Job title: 

Research Associate II

Mailing Address: 

770 North Halsted Street, Suite 205
Chicago, Illinois 60622

Telephone: 

Katrina Bledsoe

Email Katrina Bledsoe

Descriptors (Bodies of Work): 

Photo: 

Katrina Bledsoe

First name: 

Katrina

Last name: 

Bledsoe

Bio: 

Katrina Bledsoe brings extensive experience as an evaluator of programs at the local, state, and federal government levels. Bledsoe leads evaluations of initiatives focused on curriculum development in the sciences and social sciences, teacher professional development, and mental health issues such as suicide prevention. Her expertise is in community-based education and social services program evaluation, mixed methodology and methods, research innovation, applied social psychology, and cultural contexts.

Bledsoe provides technical assistance to grantees under the National Science Foundation (NSF) INCLUDES program, which is working to identify and scale up proven, innovative ideas to create access to science and engineering for groups traditionally underrepresented in those fields.  Additionally, she is a member of the team evaluating NSF’s Broadening Participation in Computing-Alliances Program, as well as a Project Lead for the REL Northeast & Islands.

Previously, Bledsoe has served as principal investigator, co-principal investigator, or project director on a variety of projects, including including leading a study exploring parental engagement in the North Corridor community of Charlotte, North Carolina; serving as an evaluation scientist for the Suicide Prevention Resource Center; and leading an evaluative qualitative outcome study focused on technology tools for teachers and students in India, using EDC’s Interactive Radio Initiative Program.

Bledsoe is the author of chapters, articles, and blog posts focusing on evaluation practice, mixed methodology and evaluation, and cultural responsiveness in evaluation, social psychology, and other topics. She has published articles in the American Journal of Evaluation ("The Use of Multiple Evaluation Approaches in Program Evaluation") and Families in Society: The Journal of Contemporary Social Science and co-authored the chapter “Decolonizing Evaluation in a Developing World: Implications and Cautions for Equity-Focused Evaluations” in Evaluation for Equitable Development Results. Her work has also been published in New Directions in Evaluation, Families in Society, and in numerous edited volumes including, among others,  Qualitative Inquiry in the Practice of Evaluation, the International Handbook of Urban Education, the Handbook of Mixed Methods Research, and the Handbook of Ethics for Research in the Social Sciences.

Bledsoe is the 2013 winner of the American Evaluation Association’s (AEA) Multiethnic Issues in Evaluation Topical Interest Group’s Scholar Award and the 2006 winner of the Eastern Evaluation Research Society’s Invited Author Award. She is an active member of AEA, where she has served on the Board of Directors and held other leadership positions, including her current role on the Evaluation Policy Task Force. She sits on the editorial board for the Journal of Multi-Disciplinary Evaluation and is a peer reviewer for both the American Journal of Evaluation and the Journal of Evaluation and Program Planning as well as the journal, Preventing Chronic Disease: Public Health Research, Practice, and Policy. Bledsoe is also a member of the Association for Psychological Science, and the Society for the Study of Psychological Issues.

Before re-joining EDC, Bledsoe served as a founding member and senior research director at ThinkShift, an initiative of the DeBruce Foundation. She received a BA from the University of California-Santa Cruz, an MA from San Francisco State University, and a PhD from Claremont Graduate University.

Staff: 

Staff Profile

Job title: 

Research Scientist

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Loraine Lucinski

Email Loraine Lucinski

Descriptors (Bodies of Work): 

Photo: 

Loraine Lucinski

First name: 

Loraine

Last name: 

Lucinski

Bio: 

Loraine Lucinski brings extensive experience in designing, implementing and evaluating child wellness programs and systems change initiatives at both the local and state levels.  She is committed to motivating others to tackle complex challenges, drive transformational innovations, and develop and implement systems solutions that positively impact children’s health, development and well-being.

Lucinski serves as Senior Project Director for the Home Visiting – Improvement Action Center Team (HV-ImpACT), which provides training and technical assistance—including site visits, webinars, and communities of practice—to Federal Home Visiting Program grantees at the state and territorial level.

Previously, Lucinski served as Deputy Director for Child Health for the Division of Family Health and Wellness in the Tennessee Department of Health, where she was responsible for the leadership, operational oversight, and evaluation of the state’s Early Childhood Initiatives; Children and Youth with Special Health Care Needs; and Perinatal, Infant and Newborn Care Sections. She represented the Tennessee Department of Health on the Governor’s Children’s Cabinet and related committees, and was appointed to serve on a number of high-level interdepartmental advisory committees.

Lucinski began her career as an early interventionist, providing family-based therapy to children from birth to age three with developmental disabilities or at risk for delays due to environmental factors. Prior to joining state government, she started one of the first Early Head Start programs in the country and provided training and technical assistance to a number of federally funded early childhood programs in the six Midwest states. She was named the 2017 Jim Pryor Child Advocate of the Year by the Tennessee Commission on Children and Youth, in recognition of her contributions to the well-being of children in Tennessee. 

Lucinski received a BA in Developmental Psychology and Biology from the University of Illinois in Chicago, and an MPH in Public Health and graduate certificates in Child Development and Maternal and Child Health Epidemiology from Emory University.

Staff: 

Staff Profile

Job title: 

Senior Project Director

Mailing Address: 

1025 Thomas Jefferson Street, NW, Suite 700 West
Washington, DC  20007

Telephone: 

202-572-3714

Harnessing Principal Power

This story spotlights EDC's Cheryl King who, with the support of The Wallace Foundation, works to strengthen principal preparation and training programs nationwide: "In short, there’s a connection between principals who know how to support effective teaching and learning in their schools and high-performing teachers and students. 'The importance of principal preparation in turning around chronically low-performing schools cannot be overstated,' says King. But preparing principals who are ready to address the complex challenges facing these schools is a serious challenge. Traditional courses with a primary focus on scholarship and theory are simply not enough. Effective principals report the need for clinically supervised internships that allow them to grapple with real problems, in real schools."

Source: 

EDC Newsroom

Publication Date: 

Tue, 02/07/2017

Descriptors (Bodies of Work): 

Pages

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