Learning and Teaching Blog
Barbara Miller is an EDC Vice President and the Associate Director of EDC’s Learning and Teaching Division. A national expert in school improvement, she conducts groundbreaking research on teacher development, teacher leadership, and knowledge management. With funding from Vulcan Productions, Miller led a team in creating and supporting the use of Success at the Core, an award-winning, video-based online professional development toolkit. In this post, Miller discusses a rich resource on Success at the Core—the Core Connections blog in which educators reflect on instructional improvement and share effective instructional strategies with their peers.
Shelley Pasnik is a vice president of Education Development Center and the Director of the Center for Children and Technology. Her research is devoted to understanding how cultural institutions—especially public media, private foundations, and corporate philanthropies—can use emerging technologies to support teaching and learning. In this post, originaly published on the Fred Rogers Center blog, she shares findings from the Prekindergarten Transmedia Mathematics Study conducted by EDC and SRI International.
Nevin Katz is an online learning specialist, published author/illustrator, and former science teacher. He designs mathematics and science courses for EDC’s EdTech Leaders Online program, including “Using Technology to Explore Weather and Climate.” An experienced programmer and Web developer, Nevin also designs interactives and apps for online courses and initiatives throughout EDC. In this post, written in honor of Connected Educators month (October 2013), Nevin reflects on the role that facilitated online courses can play in helping connected educators acquire new technology tools and practices.
Eden M. Badertscher has extensive expertise in teacher education, mathematics curriculum and professional development, and advancing effective mathematics instruction in urban school districts. In the Mathematical Practices Institute, she leads a team in providing opportunities and tools for teachers and school administrators to effectively implement the Common Core State Standards for Mathematics' Standards for Mathematical Practice. Recently, PI Al Cuoco and co-PI Eden were awarded a five-year National Science Foundation (NSF) Mathematics and Science Partnership grant in the area of Current Issues Related to STEM content. In this post, Eden shares some thoughts on the focus of this important new effort to enhance mathematics education for marginalized students.
For over 20 years, Susan Janssen Creighton has worked on EDC mathematics instructional design and teacher professional development initiatives. Currently she is supporting teachers in developing instructional models that help students become more engaged, independent learners by giving them an active role in monitoring and directing their own mathematics learning. In this post, Susan shares insights from her work on a National Science Foundation-funded project—Formative Assessment in the Mathematics Classroom: Engaging Teachers and Students (FACETS)—that is advancing middle school math teachers’ efforts to implement formative assessment practices in the classroom.
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.
Caroline Parker has 13 years of experience conducting educational policy research at the federal, state, and local levels. Her research has a special focus on educational equity, including identifying strategies to remove barriers to achievement for students who are English language learners, students with disabilities, and other students from underserved populations. In this post, Parker provides a summary of new findings from one of her studies. She shared these findings on September 10–11 at the U.S. Department of Education’s Math and Science Partnerships Program (MSP) Annual Conference in Washington, DC.
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. (On September 18, NEERA and the Northeast Comprehensive Center are offering a special event focused on student learning objectives for Northeast educators.)
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."
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. 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.
Jeff Winokur has conducted science professional development programs and taught pre-service and in-service courses in the teaching of science to children for over 30 years. He has consulted to early childhood programs on effective early science instruction and has worked with school districts on the development of their elementary science programs. Currently, he works on EDC's Cultivating Young Scientists initiative and is an instructor at Wheelock College. In this post, originally published on Aspire Wire, the blog of Wheelock College's Aspire Institute, he shares some reflections on a recent post, “The 3rd Grade Science Fair: A Common Core Conundrum," published on The Huffington Post.
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.
Johannah Nikula has 14 years of experience designing and studying professional development for mathematics teachers. Her work has a special focus on helping teachers meet the needs of students from a variety of backgrounds and with different levels of English proficiency. Currently, Nikula is co-leading the development of materials to help middle-grades mathematics teachers support the mathematical learning and academic language development of English learners. In this post, she reflects on this work and shares some lessons learned.
John Parris researches and designs software and prototypes for science, social studies, and interdisciplinary curricula. Currently, he oversees the technical development of the Electronic Teacher Guide (eTG), a National Science Foundation-funded effort to create digital science textbooks. In this post, he suggests that we might gain from broadening our conception of usability as we design software for teachers and discusses three dimensions of usability—interface, classroom, and professional—that, if attended to in the design of educational software, can result in more useful and effective products for teachers.
Catherine McCulloch (pictured at left) and Barbara Brauner Berns, with a strong team from EDC and external partners, work to address national concerns about the gap between research and practice in K–12 science, technology, engineering, and mathematics (STEM) education. Currently, they are playing key roles in STEM Smart, a two-year National Science Foundation-funded initiative to bridge STEM education research and practice. In this post, McCulloch and Berns reflect on this partnership with the NSF and National Research Council (NRC) to share findings and implications from the NRC report Successful K–12 STEM Education.
Daniel Light's research focuses on school reform and technology integration in school systems across the U.S. and around the world. Currently, Light and colleague Elizabeth Pierson are examining the use of technology in schools in Argentina, Russia, and Korea to gain insight into the many innovative ways that technology can be adapted to enhance teaching and increase learning in a wide variety of contexts. In this post, originally published in the Anytime Anywhere Learning Foundation's newsletter, Light and Pierson share findings from their case study of teachers' use of technology tools in Russia.
Kim Kastens, a natural scientist for over 20 years, has extensive expertise deepening understanding of the Earth and environment through teaching, curriculum development, professional development, and research on learning. She is keenly interested in building the data literacy skills of students and the general public to enable them to make sense of "big data." In this post, originaly published on Earth and Mind: the blog, she explores what might be required to create a learning progression—from middle school to college and careers—for learning from Earth Science data.
Irene Baker has more than 20 years of experience in instructional design for high school science students and teachers. In several recent projects, she has worked on making digital enhancements to student and teacher curriculum materials. In this post, she shares her lessons learned from multiple examples of redesigning Foundation Science from a print curriculum to a digital curriculum.
Jacqueline Bourassa promotes the translation of research into practice to help teachers refine instructional practice and administrators implement school reform. As the Facilitator of the Early Childhood Education Research Alliance (REL, Northeast & Islands), she brings together early childhood stakeholders to create a shared research agenda that will ultimately improve the lives of young children. In this second part of a two-post series, she reflects on the process used to develop guides to prepare pre-service education faculty in Pakistan to teach the nation’s primary grade teachers in reading instruction.
Julie Hirschler is an expert in language and literacy development and has spent many years conducting research and professional development. She has particular expertise in the challenges of second language learners in the United States and around the world. In this first part of a two-post series, she describes the rationale and goals of collaborative work with education leaders in Pakistan to prepare pre-service faculty to teach the nation’s primary grade teachers in reading instruction—the first such course in the country’s history.