Science Resource Pairs Students with Real Data Analysis

In this article, Senior Research Scientist Ruth Krumhansl weighs in on the importance of making digital scientific data available to students and discusses EDC's Oceans of Data Institute: "Now, a new resource from the nonprofit Education Development Center (EDC) aims to help prepare U.S. students to analyze and extract meaningful and useful information from science data. The Oceans of Data Institute taps into the academic, research, and professional communities to bring big data applications to K-16 science teaching and learning..."

Source: 

eSchool News

Publication Date: 

Thu, 10/10/2013

ITEST Community of Practice: Lessons Learned

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For over 25 years, Siobhan Bredin has promoted the development of learning communities and provided collaborative technical assistance to advance improvements in preK–12 education and out-of-school time (OST) programs. From 2003 to 2012, she served as a Co-PI of EDC’s National Science Foundation (NSF)–funded Innovative Technology Experiences for Students and Teachers (ITEST) resource center. With the NSF’s recent selection of EDC to lead the new ITEST resource center—STEM Learning and Research Center (STELAR)—EDC will continue to support the vibrant, primarily virtual ITEST Community of Practice. In this post, written in honor of Connected Educators month (October 2013), Siobhan reflects on lessons learned from this community.

For over 25 years, Siobhan Bredin has promoted the development of learning communities and provided collaborative technical assistance to advance improvements in PreK–12 education and out-of-school time (OST) programs. From 2003 to 2012, she served as a Co-PI of EDC’s National Science Foundation (NSF)–funded Innovative Technology Experiences for Students and Teachers (ITEST) resource center.

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Act Like a Kid, Think Like a Scientist

Charlie Hutchison, Research Scientist and Principal Investigator for the National Partnerships for Afterschool Science (NPASS) at EDC reflects on the importance of informal science education in this San Francisco Chronicle supplement focused on careers in science: "There is research pointing to a strong correlation between early interest in science careers and eventual entry into such a career," explains Hutchison, “stronger even than being good at science in middle school. Though the kids may be having too much fun to realize it, regular participation in informal science can build the skills and interest that may one day steer kids towards deeper STEM learning and eventually to STEM careers. We want kids who might never have thought of themselves as scientists saying, 'I can do this. People like me do this.'"

Source: 

San Francisco Chronicle

Publication Date: 

Fri, 09/20/2013

Creating A Culture of Continuous Improvement

This interview with Patricia Fahey (Principal Investigator) and Sherrie Rudick (Senior Training and Technical Assistance Associate) spotlights a new interactive online learning module that the National Center on Program Management and Fiscal Operations at Education Development Center, Inc. has launched. The module, "Data in Head Start and Early Head Start: Creating a Culture That Embraces Data," is designed to help Head Start program managers--and leaders of other early childhood education programs--understand how to use data to inform their decision making and improve services for children and families.

Source: 

Fine Newsletter (Harvard Family Research Project)

Publication Date: 

Tue, 09/17/2013

EDC's REL-NEI Work Cited in Congressional Testimony

Jill Weber

On September 10, Representative George Miller (D-CA) cited the work of the Regional Educational Laboratory (REL) Northeast and Islands’ Early Childhood Education Research Alliance in Congressional testimony about the Institute of Education Sciences. In his testimony, Miller said: “…The Northeastern regional lab created a research alliance on early childhood. That alliance gathered the region’s early childhood stakeholders to create a research agenda that focuses on standards, assessments, and practices to improve early education.

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EDC to Support ATCx3 Consortium

Ilene Kantrov

EDC is advancing the efforts of Georgia's ATC Times Three (ATCx3) Consortium—Athens Technical College, Albany Technology College, and Atlanta Technical College. The ATCx3 Consortium has received a $13.5 million grant from the U.S. Department of Labor to develop more pathways for students to earn college credentials in engineering technology.

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Exploring A New Feature in Educator Evaluation

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Karen Shakman, lead researcher for the Regional Educational Laboratory-Northeast and Islands (REL-NEI) Northeast Educator Effectiveness Research Alliance (NEERA), has nearly 20 years of experience in educational nonprofits and schools. Karen just completed a study of New Hampshire’s pilot educator evaluation system and is in the early phases of a study that will examine links between educator evaluation and professional development in a large district. In this post, she discusses the work of the research alliance and shares information about the role that student learning objectives are beginning to play in educator evaluation systems. 

Karen Shakman, lead researcher for the Regional Educational Laboratory-Northeast and Islands (REL-NEI) Northeast Educator Effectiveness Research Alliance (NEERA), has nearly 20 years of experience in educational nonprofits and schools.

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Field-Testing the Math Apps

EDC Senior Researcher Dr. Ashley Lewis Presser is quoted in this article about Next Generation Preschool Math (NextGen), a four-year, National Science Foundation-funded project to develop and evaluate apps, teachers’ guides, and tools for tracking young children’s progress "on the path to enjoying and excelling in mathematics." Lewis Presser, the Principal Investigator of NextGen--a collaboration among EDC, SRI, and WGBH--comments on the importance of studying new apps: "Ashley Lewis Presser...noted that apps were fast being adopted already, in the absence of research on how well they work. One part of the project is to 'figure out how to help teachers implement well,' she said — for example, 'how much math talk was elicited by the activity.'"

Source: 

New York Times

Publication Date: 

Mon, 09/02/2013

Tech & Learning: Need to Slow Down, Think of Key Supports

Shelley Pasnik

In a recent article in The Christian Science Monitor, Shelley Pasnik, EDC Vice President and Director of the Learning and Teaching Division's Center for Children and Technology, weighs in on the use of new technologies in schools. In her comments, Pasnik stresses the importance of carefully planning to integrate technology into the classroom—including providing for teacher training and support.

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