EDC Studies Impact of Transition to Algebra Mathematics Course

Transition To Algebra Curriculum

A new four-year National Science Foundation-funded project is enabling EDC to research the impact of Transition to Algebra, a year-long mathematics course taken concurrently with Algebra I to provide additional support for students who are underprepared for Algebra.

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EDC Launches Zoom In! Teaching Science with Data

Bill Tally

With support from the National Science Foundation, EDC has launched an initiative, Zoom In! Teaching Science with Data, to build high school students’ skills in using data to investigate and explain significant problems in biology and earth science.

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Principals Work 60-Hour Weeks, Study Finds

This Education Week article spotlights findings from a new REL Northeast & Islands at EDC study--the first nationally representative study of how principals use their time--and quotes EDC researcher Heather Lavigne: "Being a principal is definitely more than a typical 40-hours-a-week job," said Heather Lavigne, an education researcher at the Education Development Center Inc., who led the study for the regional lab. "It shows the difference between what people consider a regular full-time job and what principals have on their plate."

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Education Week

Publication Date: 

Tue, 11/01/2016

EDC Contributes to National Computer Science Education Summit

White House

EDC’s Pam Buffington, Shelley Pasnik, and Jim Stanton were invited presenters at the Expanding Computing Education Pathways (ECEP) Summit last week. Held at the White House and George Washington University, the summit marked the first time that the 17 states leading state-level, systemic computer science (CS) education reform came together to share their work and meet with researchers who can inform their efforts.

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How Kindergarten Entry Assessments Are Used in Public Schools and How They Correlate With Spring Assessments

This Education Week article spotlights findings from REL Northeast & Islands at EDC's study on kindergarten entry assessments: "Kindergarten entry assessments—quick tests that are given to incoming students and are intended to help teachers tailor instruction to a child's needs—are used in close to three-quarters of the nation's public schools. But using those tests doesn't appear to have a significant impact on how well a student is reading or doing math in the spring of the kindergarten year. The findings come from a federally funded report from the Regional Educational Laboratory Northeast & Islands."

Source: 

Education Week

Publication Date: 

Tue, 10/25/2016

New York City ELL Study Offers Glimpse Into National English-Learner Trends

This article spotlights findings from a REL Northeast & Islands at EDC study conducted by EDC Principal Research Scientist Carrie Parker and Michael Kieffer of New York University: "With more than 140,000 English-learners enrolled in New York City's K-12 public schools, the district has more ELLs than all but five states: California, Texas, Florida, Illinois, and, of course, New York. That's why a recently released study from the Regional Educational Laboratory Northeast & Islands on English-learner reclassification patterns may hold value for ELL educators and policymakers across the nation. Noting that the city's English-learners speak about 150 home languages and arrive to school from a host of educational, socioeconomic, and cultural backgrounds, the researchers said the district provides a "unique opportunity to build knowledge about English learner student reclassification patterns."

Source: 

Education Week

Publication Date: 

Mon, 10/17/2016

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Lights on Afterschool...Educators! Strategies to Support Staff

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Kate Goddard specializes in designing, implementing, and supporting the continuous improvement of technology- and media-based out-of-school time (OST) programs. As an EDC Training & Technical Assistance Associate, she contributes her expertise to initiatives that seek to strengthen and support the OST workforce, including YouthLearn. From 2007 to 2016, she advanced the mission of Adobe Foundation’s philanthropic initiative Adobe Youth Voices by building the capacity of programs and educators around the globe to implement  youth media programming. To all of her work, she brings a deep understanding of the needs and challenges of OST educators, drawn from her experience working with youth and facilitating creative learning experiences at the Science Museum of Minnesota, Denver Open Media, and Girls Inc. In this post, written in honor of Lights On Afterschool, Kate shares tips and strategies to support afterschool educators in their important work.

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4 Reasons Why Media Making Is Critical for Youth

This feature article spotlights EDC's decades of work fostering youth media making across the U.S. and around the world. Experts Tony Streit and Wendy Rivenburgh share their insights and experiences: “The best youth media activities are based on the idea that young people are problem solvers, and are capable of articulating the things that matter to them,” says Rivenburgh. “Making media is a way to expose the difference between the reality they are living in and the better world they envision." Streit agrees. He recalls one film, produced by students in Chicago, which juxtaposed the reading of the Gettysburg Address with footage of a Chicago housing project being destroyed. “Young people who contribute to the telling of stories from their communities begin to see that raising questions, challenging the status quo, and voting their conscience are their right and their obligation,” he says.

Source: 

EDC Newsroom

Publication Date: 

Wed, 10/12/2016

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What Did Teaching Teach You?

Former teachers and current EDC staff members Kirsten Peterson, Rebecca Lewis, Tony Streit, and several others share what they learned in their classroom that they bring to their current work as instructional designers, project leaders, and professional developers.

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EDC Newsroom

Publication Date: 

Wed, 10/05/2016

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