Education Development Center, Inc.
Associated IES Content
Cooperative agreement
Center for Advancing Elementary Science through Assessment, Research, and Technology (CAESART)
CAESART will directly respond to the vision of the Next Generation Science Standards (NGSS) by addressing the nationwide gap in the availability of high-quality science instruction and assessment for young students (grades K-2). CAESART will connect and build on existing networks of science researchers, leaders, and practitioners at the state, district, and school levels to engage in research and to share information generated through Center activities. CAESART's approach addresses several q...
Federal funding program:
Award number:
R305C240014
Grant
US History Through Young People's Eyes: An Efficacy Study of Mission US
Mission US is an award-winning series of interactive games that is available at no cost for students in middle and high school to increase their knowledge of U.S. history. In the most recent National Assessment of Educational Progress, only 15% of students in grade 8 performed at or above the basic level of proficiency in U.S. history. One way to engage students in learning history is to create history learning resources that are designed to be relevant and appealing to young people's intere...
Federal funding program:
Award number:
R305A210223
Grant
Impact of an Orientation Course on Online Students' Completion Rates
The Education Development Center (EDC), Michigan Department of Education (MDE), and Michigan Virtual Schools (MVS) formed a partnership to evaluate the impact of a short online orientation course (called Strategies for Online Success or SOS) on students' engagement in and completion of full online courses offered by MVS. Using an experimental design, the project team examined the impact on student engagement and course completion of being assigned the SOS course for first-time online student...
Federal funding program:
Award number:
R305L170008
Grant
Career Academies, Pathways, and Elective Courses: Exploring Variation in Work-Based Learning Experiences and Student Outcomes
In this project, researchers will compare three modes of career technical education (CTE) delivery: career academies, career pathways, and elective CTE courses. Although CTE is increasingly used as a means to prepare students for college and careers, the modes of delivery can vary. Most prior studies of CTE effectiveness have examined students enrolled in one mode. Without attention to variation in how students experience CTE instruction, including work-based learning opportunities, it is di...
Federal funding program:
Award number:
R305A170383
Grant
Analyzing Diagrams: A Support for English Learners (ADSEL)
The purpose of this project is to develop and test an innovative instructional unit intended to support the mathematics achievement of English learners (ELs) in sixth grade. Three factors demand innovative solutions. First, recently adopted mathematics standards have renewed pressure and enthusiasm to provide all students with access to rigorous mathematical content. Second, the EL population is growing, yet mathematics achievement "gaps" between ELs and non-ELs persist. Third, most mathemat...
Federal funding program:
Award number:
R305A170297
Grant
Evaluation of Structured Methods in Language Education (SMiLE): A Program Combining Literacy and Language Development for K–5 Students with Significant Cognitive Disabilities in NYC's District 75
The goal of this study is to examine the impact of a multi-sensory reading program, Structured Methods in Language Education (SMiLE), on students with significant cognitive disabilities (SCD) who are not yet readers or are beginning readers. SMiLE is designed to provide students with SCD who struggle when beginning to read with the skills they need to access text and become more independent readers. District 75 within the New York City Department of Education is responsible for educating stu...
Federal funding program:
Award number:
R324L170003
Grant
Math for All: Assessing the Efficacy of a Professional Development Program for Elementary School Teachers
Teachers often are not adequately prepared to implement standards-based mathematics instruction with the heterogeneous groups of students that are being served in general education classrooms, including students with disabilities and students with different capabilities and needs. A small number of professional development (PD) interventions integrate instruction about how to differentiate instruction with learning about mathematics content; however, rigorous evaluation on larger scale impl...
Federal funding program:
Award number:
R305A140488
Grant
Creating a Connecticut Early Childhood Education Research Alliance
The main research goals of this partnership/alliance included understanding how children performed on state-developed preschool measures; how preschool child outcomes predicted kindergarten outcomes; and what teacher and school-level factors contributed to preschool and kindergarten performance. This served as a starting point for approaching the larger question of what kinds of school climate and teaching practices impacted preschool performance. A series of research agenda-setting work ses...
Federal funding program:
Award number:
R305H140142
Grant
Providence Public Schools District and Education Development Center: Developing a Researcher-Practitioner Partnership to Improve Achievement among Minority Students
The existing EDC-PPSD partnership utilized the grant to develop a broader consortium known as the Providence Education Research Consortium (PERC). Institutions of higher education, foundations, and community organizations located in Rhode Island were recruited to serve as members of PERC. The goal of establishing PERC was to (1) facilitate collaborative research between PPSD and education researchers who investigate student learning outcomes; (2) ensure that research conducted in PPSD is ali...
Federal funding program:
Award number:
R305H140118
Grant
Mathematics Coaching Supporting English Language Learners
Many English learners in middle and high schools are taught mathematics by teachers who are not prepared and often reluctant to integrate language supports into teaching and learning mathematics. This project will develop and study the utility of integrating mathematics coaching and professional development for middle-grade teachers whose classrooms include English language learners (ELLs). Researchers will base their development of coaching and professional development (PD) materials on em...
Federal funding program:
Award number:
R305A110076
Grant
Responding to the National Crisis in Writing: An Efficacy Study of an Elementary Grades Writing Program
The ability to write effectively is critical for success in school, college and the workplace. Yet, results of the most recent National Assessment of Educational Progress to assess writing (NAEP 2007) indicate that only about one-quarter of 4th and 12th grade students are proficient writers. More research is needed to determine the type of instruction that is needed to support strong writing skills. This efficacy project will address the gap in our understanding of effective writing instr...
Federal funding program:
Award number:
R305A090479
Grant
Cultivating Young Scientists: Expanding Foundations of Science Literacy
Teaching children how to think scientifically in the preschool years has the potential to address an existing achievement gap in early science and provide all children with the skills necessary to continue learning and thinking critically throughout the school years. Unfortunately, early childhood teachers typically lack content and pedagogical knowledge in science, and are not prepared to provide developmentally appropriate experiences that support children's early science learning and read...
Federal funding program:
Award number:
R305A120193
Grant
Assessing the Efficacy of a Comprehensive Intervention in Physical Science on Head Start Teachers and Children
The purpose of this project is to test the efficacy of the Foundations of Science Literacy (FSL) intervention, a professional development program that was developed for use with Head Start teachers. By focusing on the Head Start community, FSL directly addresses the achievement gap in early science education by providing a framework for teachers to learn and implement preschool science instructional practices in classrooms serving children from low-income backgrounds. This study will exam...
Federal funding program:
Award number:
R305A090114
Grant
Learning and Teaching Algebra (LTA)
Many teachers require additional professional development and support to provide high quality instruction in algebra. To meet this need, researchers will develop a comprehensive and integrated program of coaching, professional development, and assessment intended to help teachers build the mathematical understanding and practices needed to model and scaffold mathematical thinking. A set of materials intended to support mathematics coaches will also be developed. This program is called Learni...
Federal funding program:
Award number:
R305A110451
Grant
Eliciting Mathematics Misconceptions (EM2): A Cognitive Diagnostic Assessment System
Understanding rational numbers is an important prerequisite for success in higher level mathematics, yet many students and adults often struggle with such concepts. In particular, they have great difficulty with fractions, decimals, and percents. Despite this, there are currently few assessments that allow teachers to determine students' misconceptions. The purpose of the Eliciting Mathematics Misconceptions (EM2) Project is to address this need by applying recent advances in cognitive scie...
Federal funding program:
Award number:
R305A110306
Grant
National Research & Development Center on Instructional Technology: Possible Worlds
The Education Development Center's Center for Children and Technology (CCT) is collaborating with colleagues at the Center for Science Education (CSE) on a research and development project examining the use of a portable gaming environment to support middle-school science and literacy instruction. The team will develop and evaluate the Possible Worlds intervention, a portable multimedia-enhanced curriculum that uses the Nintendo Dual-Screen (DS) portable gaming environment to support science...
Federal funding program:
Award number:
R305C080022
Grant
Examining the Efficacy of Two Models of Preschool Professional Development in Language and Literacy
In this project, the researchers proposed to test the efficacy of two approaches to implementing empirically based early literacy professional development: the Literacy Environment Enrichment Program (LEEP) and Technology-Enhanced LEEP (T-LEEP). These PD programs grew in response to a recognition that children who come from homes where oral language interactions are sparse enter school at a disadvantage and that many early childhood teachers lack a solid foundation in early teaching and lear...
Federal funding program:
Award number:
R305M050072
Grant
Assessing the Potential Impact of a Professional Development Program in Science on Head Start Teachers and Children
In this project, the researchers proposed to develop and pilot test a credit-bearing professional development program, Foundations of Science Literacy (FSL), on head start teachers and children. Historically, English language learners and students from low-income homes perform lower in science on average than their peers. At the end of this intended project, researchers aimed to have developed and tested potential promise of FLS in the Boston area of Massachusetts.
Federal funding program:
Award number:
R305M050260
Grant
An Examination of the Impact of Big Math for Little Kids on Pre-K and Kindergarten Students' Learning of Math
An Examination of the Impact of Big Math for Little Kids on Pre-K and Kindergarten Students' Learning of Math
Federal funding program:
Award number:
R305K040001
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