Regional R&D Structure Best for Teachers, Districts

In a letter published in the August 28, 2013 issue of Education Week, Jill Weber (LTD Director of Research, Evaluation, and Policy) offers a promising alternative to Arthur Sheekey's July 10, 2013 call for a state-based R&D structure for education. Weber noted, "...a regional structure is preferable and ultimately offers more support to policymakers, districts, and teachers. With a regional approach, collaboration takes center stage. Stakeholders across jurisdictions sit side by side with researchers, discussing areas where research is lagging behind practice. As individuals come together, new ideas and solutions emerge, often benefiting multiple jurisdictions. This is happening in the Regional Educational Laboratory-Northeast and Islands, which is funded by the federal Institute of Education Sciences and operated under contract with our organization, Education Development Center Inc..."

Source: 

Education Week

Publication Date: 

Wed, 08/28/2013

Making Media to Make a Better World

Teaser: 

Tony Streit has more than 20 years of expertise in media education, technology, and informal STEM learning. Through his work in YouthLearn, he helps educators harness 21st-century tools and use project-based learning within and outside the classroom to promote hands-on, student-centered learning that engages, motivates, and inspires youth. For seven years, he has worked closely with the Adobe Foundation to advance the goals of its Adobe Youth Voices global initiative. In this post, originally published on A Platform for Good, he reflects on his work promoting youth media making and offers "tried and true tips to help youth media projects shine."

This post originally appeared on A Platform for Good and has been reprinted with permission by the editor of A Platform for Good and author Tony Streit. Tony has more than 20 years of expertise in media education, technology, and informal STEM learning.

Featured Blog: 

0

Descriptors (Bodies of Work): 

Fostering a New Generation of Confident Mathematical Thinkers

Teaser: 

As a teacher, teacher leader, and instructional coach, Matt McLeod brings over 15 years of experience in student and adult learning and teaching strategies. He works to improve teachers’ content knowledge and hone their instructional strategies to help develop their students into true mathematicians. He is highly experienced in designing and providing professional development to teachers and district leaders in mathematical content, curriculum, and pedagogical best practices. Much of his work focuses on the Common Core State Standards for Mathematics (CCSS-M) and the CCSS-M Standards for Mathematical Practice (SMP). In this post, he shares preliminary findings from a study of the impact of providing resources and professional development to teachers who are using EDC's CME Project Algebra 1 curriculum for the first time. 

As a teacher, teacher leader, and instructional coach, Matt McLeod brings over 15 years of experience in student and adult learning and teaching strategies. Matt works to improve teachers’ content knowledge and hone their instructional strategies to help develop their students into true mathematicians. He is highly experienced in designing and providing professional development to teachers and district leaders in mathematical content, curriculum, and pedagogical best practices.

Featured Blog: 

0

Descriptors (Bodies of Work): 

ISTE Buzz: STEM Video Games, Cloud Collaboration and Online PD

Senior Research Scientist Marian Pasquale is an expert in professional development, technical assistance, and curriculum development for the middle grades. In this "Spotlight Story," she shares insights drawn from her extensive research on online professional development and blended professional development models: “...despite the ease of online professional development, administrators must still provide teachers the opportunities to meet in person to collaborate...'[online professional development is] not a panacea,' Pasquale says. 'The online curriculum is very helpful for people learning content without having to go to a college and take a three-credit course. But in addition to that, people do need that face-to-face opportunity to really deepen and connect their online learning to their classroom.'”

Source: 

District Administration Magazine

Publication Date: 

Wed, 07/17/2013

New EDC STEM Initiative Aims to Help Students Grapple With 'Oceans of Data'

In this article, Education Week reporter Erik Robelen interviews Senior Research Scientist Ruth Krumhansl about EDC's new Oceans of Data Institute. The Institute will develop and test digital tools and curriculum materials, conduct research, and host workshops to promote the infusion of "big data" into STEM coursework across the K-16 spectrum. Krumhansl is quoted: "The increasing availability of digital, sharable data presents a huge opportunity for society to answer whole new kinds of important questions...To meet the promise of big data, students today need to become proficient in data-based inquiry skills that move well beyond those taught in traditional science and mathematics classrooms..."

Source: 

Education Week

Publication Date: 

Wed, 07/10/2013

Clements Invited to Present at National Forum on Education Statistics Meeting

Peggy Clements

The National Forum on Education Statistics has invited EDC Research Scientist Dr. Peggy Clements and Clements’ colleague Dr. Pam Jacobs (AIR) to lead a roundtable discussion focused on their work with the Regional Educational Laboratory (REL) Midwest’s Virtual Education Research Alliance. The roundtable will take place at the Forum’s membership meeting on July 15 in Washington, DC, immediately preceding the July 18–19 National Center for Education Statistics’ NCES STATS-DC 2013 Data Conference.

Descriptors (Bodies of Work): 

Imagining Math--4-Year-Old Style

In a new blog post published on the Fred Rogers Center website, The Learning and Teaching Division's Shelley Pasnik--EDC Vice President and Director of EDC's Center for Children and Technology--shares some "informal musings" on two of our current research projects focused on early mathematics learning and invites readers to share their thoughts and questions: "Imagine a 4-year-old. Now imagine a 4-year-old doing math. What comes to mind? Perhaps you see brightly colored numerals scattered on a rug next to where your conjured child is playing, and you hear the sound of her emboldened voice as she counts, '3, 4, 5, 6.' Maybe you picture an adult lingering nearby asking a question, 'How many blue blocks do we have?' Now imagine math in a preschool classroom. How does your picture change when you move into a formal educational setting? Do you form an image of math readiness leading to success in kindergarten and well beyond as federal policymakers would have you do? What about when you add a touch-screen device, like a tablet or an interactive whiteboard, to the mix? What does mathematical thinking look and sound like now that the materials are digital? Over the last couple of years, I’ve had the good fortune of having a front-row seat to this kind of exploration as a result of two research projects. The first is CPB/PBS’s Ready To Learn initiative, which is supported by the Department of Education. The second is Next Generation Preschool Math, a collaboration between WGBH, SRI International, and the Center for Children and Technology, that the National Science Foundation has made possible. These two research efforts, the first a summative evaluation and the second an R&D project, seek to understand what happens to young children’s learning—specifically their math learning—when their preschool teachers have new interactive tools at their disposal...."

Source: 

Fred Rogers Center Blog

Publication Date: 

Wed, 06/19/2013

Toolkit Supports Districts Working with External Researchers

Teaser: 

Andrew Seager has over 30 years of experience supporting thoughtful change in education at the state and district level through program evaluation, applied research, consultation, and professional development. As Managing Project Director for EDC’s Regional Educational Laboratory Northeast & Islands (REL-NEI), he builds partnerships to enhance use of data and research to inform and improve practice in districts and schools. In this post, he describes a resource that is designed to help school districts and states work effectively with external researchers to advance high-priority research agendas and use findings to guide decision-making.

Andrew Seager has more than 30 years of experience supporting thoughtful change in education at the state and district level through program evaluation, applied research, consultation, and professional development. As Managing Project Director for EDC’s Regional Educational Laboratory Northeast & Islands (REL-NEI), he builds partnerships to enhance use of data and research to inform and improve practice in districts and schools. He also consults on building statewide systems of support and supports systems-level change to enhance and expand learning opportunities for all students.

Featured Blog: 

0

Descriptors (Bodies of Work): 

Pages

Subscribe to Learning and Teaching RSS