In this report, we summarize the initial 23 Preschool Development Grant Birth through Five (PDG B-5) renewal states’ planned CEE activities as they were written into their grant applications in late 2019.
This report offers a rich, cross-sector look at what STEM employers learned and conveys how they can improve their virtual internship programs in the future.
These case stories intend to give an in-depth look at each school’s setting and the details of how ConnectED unfolded in each of the following places: Compton, California; Tuskegee, Alabama; and Orondo, Washington.
This brief, which represents the second of two reports, highlights findings from a second sample of Arkansas (AR) educators who completed surveys and focus groups in spring 2021
SRI convened diverse stakeholders in workshops about midscale research infrastructure for STEM education. Participants discussed challenges and opportunities for transforming our STEM education system and what infrastructure is needed to support necessary research.
This report describes the methodology of Apple and ConnectED Research, a six-year study of the Apple and ConnectED Initiative that uses a variety of qualitative and quantitative methods to tell a comprehensive story of implementation and outcomes.
SRI’s evaluation of a 2-year professional development (PD) intervention for PreK to 3 rd grade teachers found that high-quality PD focusing on teachers’ instructional practices and pedagogical content knowledge, as well as their dispositions toward math, can lead to significant changes in teacher behavior across preK and early elementary grades.
In partnership with the Erikson Institute Early Math Collaborative, SRI evaluated the impact of teachers’ participation in a 2-year professional development (PD) intervention to improve teachers’ knowledge, attitudes, and instructional practice in math across prekindergarten (preK) to third grade classrooms in the city of Chicago. Compared to teachers receiving business as usual PD, participation in Erikson’s Whole-Teacher PD led to robust changes in teacher practices after 1 year and were sustained at the 4-year follow-up observations. Intervention teachers also reported higher confidence in their ability to use high-quality math instructional practices after completing the 2-year PD compared to business-as-usual teachers. Limited impacts on student learning were observed. The findings suggest high-quality PD focusing on teachers’ instructional practices and pedagogical content knowledge, as well as their dispositions toward math, can lead to significant changes in teacher behavior across preK and early elementary grades.
The Maine Roadmap describes ways to leverage Maine’s past work and build the capacity of programs to fully participate in a statewide ECIDS.
State leaders have many opportunities to address the critical issue of family homelessness by supporting collaboration among diverse stakeholders; creating a culture of data sharing that facilitates discussion and action; and enacting policies across departments, agencies, and programs to support FCEH.