Technology & Learning

Babette Moeller

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Babette

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Moeller

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Babette Moeller focuses on the development of and research on educational programs across the curriculum that help ensure elementary, secondary, and post-secondary students with disabilities are included in and benefit from educational reform efforts. As project director of numerous EDC R&D initiatives, she contributes her extensive experience designing and implementing technology-supported programs in general and special education, providing professional development for teachers and administrators in a variety of settings, and conducting formative and summative evaluation research.

Moeller is the Principal Investigator of an Institute of Education Sciences (IES)-funded study that is testing the impact of Math for All—a professional development program developed by EDC and Bank Street College of Education and published by Corwin Press—on teachers and students from Chicago Public Schools. Shown to have promise to positively affect teachers and students, Math for All prepares K–5 teachers to help students with diverse strengths and needs—including those with disabilities—achieve high-quality, standards-based learning outcomes in mathematics.

Recently, Moeller led a study of the impact of PBS LearningMedia on teachers' classroom practices, the quality of instruction, and student learning. Her team's findings indicate that PBS LearningMedia's digital content positively impacts student content knowledge and critical thinking practices when integrated into existing curriculum; teachers who participated in the study overwhelmingly reported that PBS LearningMedia made positive contributions to their classroom practices.

An active member of professional teacher organizations, Moeller represents EDC’s Center for Children and Technology within 100Kin10, a national network of organizations devoted to adding 100,000 more highly qualified STEM teachers to America’s classrooms by 2021. Moeller is also the Past President of Science Education for Students with Disabilities (SESD), a professional group affiliated with the National Science Teacher Association (NSTA). She is a proposal reviewer for the National Science Foundation and the U.S. Department of Education and contributes to expert panels and serves on national advisory boards. She is an adjunct faculty member at Bank Street College of Education and has taught courses in technology integration, media research, and child development at Fordham University's Graduate School of Education and the New School for Social Research.

In 2016, Moeller presented sessions at the 13th International Conference on Mathematical Education (ICME-13) in Hamburg, Germany, and she regularly presents at the annual conferences of organizations such as the American Educational Research Council, the Council for Exceptional Children, and Learning Forward. Her recent publications include: "The Benefits of Undergraduate Research Fellowships for Students with Disabilities” (CUR Quarterly); "Building Relationships, Sharing Resources, and Building Opportunities: A STEM Learning Community Builds Social Capital for Students with Disabilities" (Journal of Postsecondary Education and Disability); Integrating Technology with Student-Centered Learning; "Universal Design for Learning: Facilitating Access and Participation for All Students"; and "Making Standards-Based Mathematics Accessible to Students with Disabilities."

Moeller holds a PhD in Developmental Psychology from the New School for Social Research.

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Distinguished Scholar

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Center for Children and Technology

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96 Morton Street, 7th Floor
New York, NY 10014

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212-807-4205

John Parris

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John Parris

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John

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Parris

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John Parris is highly experienced in educational media, research and evaluation, instructional design, multimedia production, and project management. He contributes his expertise to a wide array of research and development of prototypes and products for science, social studies, and interdisciplinary curricula. All of his instructional design work is rooted in a deep understanding of the realities of classrooms. (Read a recent EDC publication co-authored by Parris, In Support of Educators: Strategies That Work).

Parris is a producer and designer for Zoom In! Learning Science with Data, an an NSF-funded project for creating lessonsto build high-school students' skills in using data to investigate and explain signficant problems in biology and earth Science. Originally funded by the Bill and Melinda Gates Foundation as a history education tool, Zoom In! helps students read authentic primary documents, compare their perspectives, and write their own historical arguments, helping them build literacy and historical thinking skills required by the Common Core. The tool also provides embedded professional development resources for teachers.

Previously, Parris spent six years focusing on educational game research, design, and production. As the production coordinator for Possible Worlds, the IES-funded National Research and Development Center on Instructional Technology, he helped develop innovative science games for the Nintendo DSi and other handheld computing platforms. He also contributed to the development and field-testing of two Nintendo DSi handheld video games, Cipher Force and Code Invaders, designed to help improve the literacy and reading comprehension skills of struggling middle-grade students. With colleagues, he continues game-related work with an NSF-funded study, Digital Games as Analogical Sources for Science Learning, that is testing various design features of digital games in support of science learning to discern which instructional strategies can help build middle-grade students’ conceptual understanding.

Earlier in his career at EDC, Parris developed the IBM Kidsmart Early Learning Multimedia Guide. Translated into ten languages and in use around the world, the guide provides teachers and parents with information and ideas for supporting early childhood development and learning by using technology at school and at home. Over the years, he has also worked on a wide variety of initiatives that have advanced the goals of leading cultural institutions, such as the Whitney Museum of American Art, the Smithsonian Institution, the American Museum of Natural History, the Library of Congress, Carnegie Hall, and the New York Philharmonic. Selected resources include: The Children of Willesden Lane: A Video and Web Teaching Resource, Connecting with the Arts, and Picturing Modern America.

Prior to joining EDC, Parris worked at the Children’s Television Workshop (now Sesame Workshop) and Bank Street College of Education, designing educational software and serving as a technical adviser to projects integrating new technologies into formal and informal educational settings.

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Senior Research Scientist

Program: 

Center for Children and Technology

Mailing Address: 

96 Morton Street, 7th Floor
New York, NY 10014

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212-807-4213

Bill Tally

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Bill Tally

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Bill

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Tally

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Bill Tally leads education R&D initiatives that advance the field's knowledge of how the strategic use of digital tools can make learning more rigorous, meaningful, and engaging. He brings deep expertise in interdisciplinary learning, the digital humanities, formative research, historical studies, and the sociology of education—as well as experience configuring digital archives to enable students, teachers, and the public to do authentic historical inquiry.

Tally is the principal investigator of Zoom In! Teaching Science with Data, an initiative to build high school students’ skills in using data to investigate significant problems in biology and earth science. This initiative draws upon EDC’s Zoom In, an online instructional platform named a 2016 Best Website for Teaching and Learning that Tally led the design and development of with support from the Bill and Melinda Gates Foundation. Tally is also leading an EDC team that is serving as the primary research collaborator for the Library of Congress's Teaching with Primary Sources program. On an ongoing basis, he conducts evaluations that help program developers assess and refine a wide array of initiatives focused on social studies, digital media resources, digital games and storytelling, the needs of diverse learners, and teacher professional development (view a full project list).

Recently, Tally headed up an effort to support the New York Philharmonic in expanding the reach of their Young People's Concerts, by developing an interactive website, Young People's Concerts Play! As co-Principal Investigator of the National Science Foundation-funded eTG project, he collaborated on the design and testing of a prototype electronic teacher’s guide that helps teachers with varying knowledge and skills plan and teach a genetics curriculum, reflect on its execution, and enhance instruction.

Tally’s clients and partners have included the Library of Congress, the Corporation for Public Broadcasting, The New York Times, National Geographic, WNET, City University of New York, the Smithsonian Institution, MIT, Carnegie Hall, the Brooklyn Historical Society, the Chicago History Museum, and Bank Street College of Education.  

He presents his research at the conferences of organizations such as the American Educational Research Association (“The Technology Literacy Inventory: Assessing Teacher Candidates’ Readiness to Teach All Students”) and the International Society for Technology in Education (“Using Historical RPGs to Teach History Content and Critical Thinking Skills”).

Tally co-authored the book The New Media Literacy Handbook: An Educator’s Guide to Bringing New Media into the Classroom. He has also published on the use of digitized primary sources to foster historical thinking (Journal of Research on Technology in Education); the role of digital tools in enlivening social studies learning and teaching (Theory and Research in Social Education); and how history games can help engage students in historical thinking (National Historic Education Clearinghouse).

He received a BA in psychology from the University of California at Santa Cruz and an MA in liberal studies from the Graduate Faculty of the New School for Social Research (with an emphasis on American cultural history). He holds a PhD in sociology from the Graduate Center of the City University of New York, where his dissertation examined children’s and parents’ use of the Web in low- and middle-income homes.

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Job title: 

Managing Project Director

Program: 

Center for Children and Technology

Mailing Address: 

96 Morton Street, 7th Floor
New York, NY 10014

Telephone: 

212-807-4206

Naomi Hupert

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Naomi

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Hupert

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Naomi Hupert leads initiatives that seek to close opportunity gaps for students who struggle to meet grade-level academic benchmarks and to identify supports required to provide all students with engaging and challenging academic instruction. Her research and development (R&D) and program evaluation work has a special focus on the use of technology to support teachers and students (read Hupert’s blog post on universal design for learning).

Hupert is a co-Principal Investigator of EDC's long-term investigation of the influence of the Ready To Learn initiative on the early learning and school readiness of young children in high-need communities. In this capacity, she has co-led a series of studies, including a randomized controlled trial study that measured the benefits to children from low-income families of a media-rich early math curriculum supplement. In an earlier phase of this work, she was the project director of Ready To Learn research that focused on literacy and is included in the What Works Clearinghouse. In 2016, she contributed to three widely-distributed publications that shared findings from her Ready To Learn research: the report Reflections on the Ready to Learn Initiative 2010 to 2015; an article in Journal of Children and Media (Dramatic Change, Persistent Challenges: A Five-Year View of Children's Educational Media as Resources for Equity); and the EDC white paper Early STEM Learning and the Roles of Technologies.

Over the years, Hupert has led a wide variety of formative and summative evaluations that have guided program designers in improving delivery and content to enhance children’s and youth’s learning. She has examined the impact of Sesame Workshop’s programming on children and teachers in early learning settings, and has worked to evaluate Lawrence Hall of Science's development of multimedia educative curriculum materials (MECMs) to support middle school science teachers in teaching scientific argumentation. Recently, she concluded a small classroom implementation study of StarWalk Writer, a cloud-based platform that creates a collaborative environment for upper elementary and middle school reading, writing, and research. For seven years, she led formative and summative evaluations of New Mexico’s K–3 Reading First program implementation.

Previously, Hupert served as the literacy content developer for the PowerUp What Works professional development resource developed by EDC, AIR and CAST. Her findings appear in periodicals such as Early Childhood Research Quarterly (“Supplementing Literacy Instruction with a Media-Rich Intervention: Results of a Randomized Controlled Trial”), Journal of Computing in Teacher Education, and Journal of Research on Technology in Education. She is the lead author of the chapters “Using Technology-Assisted Progress Monitoring to Drive Improved Student Outcomes” and “Results in the Palms of Their Hands: Using Handheld Computers for Data-Driven Decision Making in the Classroom, and has co-authored numerous reports (Five States’ Efforts to Improve Adolescent Literacy).

Hupert regularly presents her findings at the annual conferences of such organizations as Games+Learning+Society (GLS), National Association for the Education of Young Children, National Head Start Association, International Society for Technology in Education, American Educational Research Association, Association for Mathematics Teacher Educators, Society for Information Technology and Teacher Education, and Society for Research on Educational Effectiveness. She has served as a proposal reviewer for the American Educational Research Association and the National Reading Conference.

Hupert holds a BA in American and British Literature from Scripps College and an MS in Education, with a specialization in literacy and language-related learning disabilities, from Bank Street College of Education.

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Research Scientist

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Center for Children and Technology

Mailing Address: 

96 Morton Street, 7th Floor
New York, NY 10014

Telephone: 

707-829-8532

Marian Pasquale

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Marian Pasquale

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Marian

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Pasquale

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Marian Pasquale has deep expertise in middle grade and high school science professional development, technical assistance, and curriculum development. She leads and co-leads numerous innovative science education initiatives and designs and leads professional development that focuses on integrating inquiry into standards-aligned science instruction.

Pasquale is the co-Principal Investigator of EDC's Science Fairs Under the 'Scope study, an in-depth investigation of science fairs in the U.S. that will provide new insights into if and how science fairs increase students’ interest in STEM and/or STEM careers, if and and how participation in select models of middle school science fairs enhance students’ mastery of the science and engineering practices, and the costs and resources required to implement an effective middle school science fair. She is also the science specialist for the Amgen Biotech Experience Program Office at EDC.

In her work for the National Science Foundation (NSF)-funded Research and Practice Collaboratory that EDC co-leads, Pasquale authored and co-authored several publications focused on effective strategies to enhance STEM instruction and improve STEM learning outcomes for young children. These include: "Productive Struggle in Mathematics," "How Teachers Can Develop Formative Assessments That Fit A Three-Dimensional View of Science Learning," and "Preliminary Guidelines for Using Interactive Mobile Technologies in Early Elementary Mathematics."

Pasquale served as the Senior Science Curriculum Developer for EDC's National Research and Development Center on Educational Technology. In this capacity, she collaborated with colleagues to develop four digital games—and related professional development materials for teachers—that are designed to help improve students' understanding of phenomena that are often the subject of scientific misconceptions. Previously, she served as a professional development specialist for EDC's Foundation Science high school curriculum and was a senior curriculum writer for EDC’s Insights in Biology high school curriculum.

For several years, Pasquale has developed and led courses—including "Teaching Science Through the Inquiry Process" and "Project-Based Classroom Science"—for the Massachusetts State Science and Engineering Fair. In summer 2014, she designed and taught an Earth Science Professional Development Institute funded by the Massachusetts Department of Elementary & Secondary Education.

Pasquale regularly presents on the topics of middle school science, assessment, science and literacy, and the use of games to enhance science learning. Recently, she has provided sessions at the National Science Teachers Association Annual Conference, the Annual Meeting of the American Educational Research Association ("Using Students' Naive Theories to Design Games for Middle Grades Science"), the National Association for Research on Science Teaching Annual Conference, the WNET Celebration of Learning, and the Games, Learning, and Society Conference.

She is the co-author of the books Making Science Mentors: A 10-Session Guide for Middle Grades and Guiding Curriculum Decisions for Middle-Grades Science, as well as the articles "Providing School and District-Level Support for Science Education Reform" (Science Educator) and "Models of Providing Science Instruction in the Elementary Grades: A Research Agenda to Inform Policy Makers" (Science Educator).

Pasquale has consulted with public television in the development of the Learning Science Through Inquiry series funded by Annenberg/CPB. She has designed and conducted professional development and technical assistance for middle and high school administrators and teacher leaders throughout the nation, including the Portland (OR), New York City, Cambridge (MA), and Fort Wayne (TX) public schools. 

Before joining EDC, Pasquale was the K–6 Science Coordinator for the Haverhill. Massachusetts, Public Schools, where she was a seventh and eighth grade science teacher for over 20 years.

Pasquale received a BA from Emmanuel College and an MEd in Curriculum, Instruction, and Administration in Science Education from Boston College.

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Non-Staff Profile

Job title: 

Senior Research Scientist

Program: 

Center for Children and Technology

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2417

Nevin Katz

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Nevin Katz

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Nevin

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Katz

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Nevin Katz, a former science teacher, brings experience in online interactive development, mathematics and science instructional design, and design and facilitation of blended learning courses for K–12 teachers.

Katz advances the goals of a wide variety of initiatives across the Learning and Teaching Division and throughout EDC. Drawing on his technical expertise—iOS app development, front-end web development, Drupal theming, and the use of art and animation to convey key concepts—he helps teams create interactive learning experiences that engage and inform target audiences. Recently, Katz contributed to the development of a website, "Exploring Infectious Diseases," for high school and college biology students, their instructors, and adult learners. (Read his blog post, Supporting Connected Educators.)

Katz also served as a member of a team that designed and tested a prototype Electronic Teacher Guide (eTG) designed to support teachers in implementing curriculum.The eTG features Biology Learning Experiences, tools to support teachers in reflecting on their practice, and related resources on topics such as holding productive discussions in the science classroom and using formative assessment. In this initiative, he helped develop eTG animations and videos that support teachers’ “mindful modification” of core curriculum.

Katz's recent projects include developing interactive self-assessment activities used in an online art history course for the Crystal Bridges Museum of American Art that was awarded a 2015 Gold MUSE award by the American Alliance of Museums; the Health Moments: Preventing Illness iOS app for Head Start home visitors; HP Learning Initiative for Entrepreneurs (HP Life) e-learning; and Adobe Youth Voices Program Guide. For seven years, he has designed science interactives (“Exploring the Seasons”) and courses (“Using Technology to Explore Weather and Climate”) for EDC’s EdTech Leaders Online program, facilitated ETLO courses, and presented during ETLO’s series of free webinars (“Supporting Educators with Implementing STEM and the Common Core”).

Katz is a co-author of the EDC publication In Support of Educators: Strategies That Work and the author/illustrator of the Dr. Birdley Teaches Science series of teacher resource books, which he developed outside of his work for EDC. The Massachusetts Department of Youth Services (DYS) has purchased and distributed the Dr. Birdley series to all of their educational programs across the state and incorporated it into the instructional guide for DYS science teachers. It is used in classrooms around the country and distributed abroad.

Prior to joining EDC, Katz was a science teacher for eight years and taught physical science, environmental science, biology, chemistry, and earth science at public and charter schools.  

Katz holds an EdM in teaching and curriculum from the Harvard Graduate School of Education and a BA in biology from Swarthmore College.

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Non-Staff Profile

Job title: 

Training and Technical Assistance Associate II

Program: 

EdTech Leaders Online

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2415

Pam Buffington

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Pam Buffington

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Pam

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Buffington

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Pam Buffington provides technical support in evidence based policy development and decisionmaking to state and local education agencies and is a project leader in the development and management of multiple professional development initiatives. She is an expert in technology integration in education with extensive work in the areas of mathematics and science, and has designed and implemented online and face-to-face professional development materials. As Co-Director of the Science and Mathematics Programs Unit, she leads a team of researchers, instructional designers, and professional developers in investigating and implementing strategies to improve students' learning outcomes.

Buffington is EDC's co-Principal Investigator (co-PI) of the National Science Foundation-funded Research and Practice Collaboratory, an initiative focused on equity-oriented STEM education improvement. In this work, she leads a partnership with the Auburn, Maine School Department to improve student learning of mathematics in the early grades through the integration of interactive mobile technologies such as iPads. She has presented this work extensively at convenings such as the 13th annual International Congress on Mathematical Education and the conferences of organizations such as the National Rural Educators Association, National Council of Teachers of Mathematics, and National Council of Supervisors of Mathematics.

As the co-PI of EDC's Visual Access to Mathematics study, Buffington is working with Mark Driscoll and Johannah Nikula to develop and study a blended-learning professional development program that will address the critical need to support middle-grades mathematics teachers in enhancing English learners' mathematics learning and promoting their college and career readiness. She also serves as a State Liaison and Northeast Rural Districts Research Alliance Facilitator for the Institute of Education Sciences (IES)-funded REL Northeast & Islands and a STEM technical assistance provider for Investing in Innovation Fund (i3) program grantees.

Buffington was the PI of the IES-funded Eliciting Mathematics Misconceptions: A Cognitive Diagnostic Assessment System, an initiative that developed and validated diagnostic formative assessments in the content area of rational numbers. She was also the Project Director for several initiatives, including the Maine Impact Study of Technology in Mathematics Intervention; the Enhancing and Extending the National Library of Virtual Manipulatives Project; SELECT Math Professional Development Intervention, Boston; and District Level Consultation–Standards-Based Mathematics Instruction. She also served as lead mathematics specialist in support of Maine’s Learning Technology Initiative.

In 2016, Buffington was selected to be the Richard H. Balomenos Lecturer by the Association of Teachers of Mathematics in New England (ATMNE) and presented the keynote “Strategic Use of Mobile Technologies as an Equity Move” at the ATMNE Conference. She also published her work extensively in 2016. She is a co-author of the chapter “Partnership-Based Research Approaches” in Rural Education Research: State of the Science and Emerging Directions, and co-authored the article “Enhancing Use of Learning Sciences Research in Planning for and Supporting Educational Change: Leveraging and Building Social Networks” (Journal of Educational Change). Through her work on the R+P Collaboratory, she has co-authored a series of briefs and reports on the role that interactive technology can play in enhancing mathematics learning, including Preliminary Guidelines for Using Interactive Mobile Technologies in Early Elementary Mathematics, Supporting Equity Through Co-Investigation: Sharing Student Videos, and Research+Practice Partnerships: Fostering Equitable Collaborations.

Before joining EDC, Buffington was the Director of Technology and Assessment Development for Learning Effects in Falmouth, Maine; a Project Director at TERC in Cambridge; and an adjunct faculty member at the Graduate School of Education, Instructional Technology Program, at Bridgewater State College. She has worked as a mathematics teacher and technology coordinator.

Buffington received a BS in secondary education and mathematics with a minor in Physics from University of Maine at Farmington, an MA in curriculum and instruction from Lesley College, and a PhD in education (integrating multicultural education, technology, and educational practice) from the Union Institute.

Staff: 

Non-Staff Profile

Job title: 

Co-Director

Program: 

Science and Mathematics Programs

Mailing Address: 

36 Brunswick Avenue
Gardiner, Maine 04345

Telephone: 

207-588-5022

Online Algebra Can Broaden Access to Grade 8 Students

Student using calculator

The Institute of Education Sciences has published the Regional Educational Laboratory Northeast and Islands multiyear study “Access to Algebra I: The Effects of Online Mathematics for Grade 8 Students,” which found that offering an online Algebra I course to algebra-ready grade 8 students who had no access to formal Algebra I positively affects achievement and high school course-taking patterns.

Descriptors (Bodies of Work): 

Access to Algebra I: The Effects of Online Mathematics for Grade 8 Students

Tue, 12/13/2011

Author(s): 

Jessica B. Heppen, Kirk Walters, Margaret Clements, Ann-Marie Faria, Cheryl Tobey, Nicholas Sorensen, Katherine McMillan Culp

EDC researchers and partner colleagues in the Regional Educational Laboratory Northeast and Islands set out to learn what would happen if algebra-ready grade 8 students without access to Algebra I were offered it through an online course. Would it affect the students’ math achievement and the kinds of courses they take in high school?

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Distance Education for Teacher Training: Modes, Models, and Methods

Wed, 11/30/2011

Author(s): 

Mary Burns

Distance Education for Teacher Training is a 338-page guide to the types of technology modes, education models, and instructional methods used for teacher pre-service and in-service distance learning around the globe. Burns discusses established and emerging technologies for professional development—from television to Web 2.0 technologies to mobile platforms—as well as best practices associated with high-quality distance instruction.

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338 pp.

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