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Jess Gropen

December 9, 2016, 12:01 pm
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jgropen@edc.org
LINKEDIN
Jess Gropen staff portrait

Jess Gropen, PhD, specializes in basic and applied research in cognitive science with a focus on language learning, early science development, and mathematics education. His work on executive function and conceptual change builds on contemporary research in cognitive science and is serving to inform instructional design.

Gropen is currently the principal investigator of the Literacy and Academic Success for English Learners through Science (LASErS) project, which is helping to improve science and literacy learning for children in Hartford, Connecticut. He also serves as an evaluation advisor to EdAdvance on Skills21STEMStarter: An Incubator and Launch Pad to STEM Entrepreneurship and Careers, a National Science Foundation ITEST project. Previously, he was the principal investigator of the IES-funded Cultivating Young Scientists project.

Before joining EDC, Gropen was an assistant professor at McGill University and Simmons College. He received a BA from Pomona College and a PhD in cognitive science from the Massachusetts Institute of Technology.

Supporting STEM Learning for Young Children
Paper co-presentation, Building Bridges between Research and Practice: Supporting Early Childhood Education in Connecticut, Partnership for Early Education Research (PEER) Conference
May 24, 2016
Engaging Families to Advance Language Development for Young English Learners through Conversations around Science in Multiple Contexts and Languages
Webinar co-presentation, First Annual Webinar for the National Association for Family, School, and Community Engagement
September 16, 2015
A Multiple-Baseline Study to Test Preschoolers’ Incremental Science Learning after Teachers’ Participation in Content-Specific PD: Preliminary Findings
Poster co-presentation, Biannual Meeting of the Society for Research & Child Development
March 2015

“Hartford Program Will Use Science, And $3M, To Teach Students English”
Hartford Courant, January 7, 2015

Gropen, J., Kook, J. F., Hoisington, C., & Clark-Chiarelli, N. (in press). Foundations of science literacy: Efficacy of a preschool professional development program in science on classroom instruction, teachers’ pedagogical content knowledge, and children’s observations and predictions. Early Education and Development.

Gropen, J., Clark-Chiarelli, N., Hoisington, C., & Ehrlich, S. (2011). The importance of executive function in early science education. Child Development Perspectives, 5(4), 298–304.

Early Childhood Development and Learning
STEM
Design and Development
Research
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Jessica Young

December 9, 2016, 7:35 am
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jyoung@edc.org
LINKEDIN
EDC's Jessica Young staff portrait

Jessica Mercer Young, PhD, is a researcher dedicated to improving young children’s school readiness skills, approaches to learning, and academic achievement. She works primarily in the domain of mathematics education, with an emphasis on vulnerable and at-risk populations. Her work aims to create engaging, age-appropriate interventions that support children’s positive approaches to learning and school success.

A former preschool teacher, Young focuses on the intersection of developmental science and early childhood education. She is currently investigating whether game-based mathematics interventions can improve preschool students’ mathematical thinking and persistence at challenging tasks. Through a study of preschool teacher practices, Young is also investigating the potential of a math and mindset intervention to promote teachers’ mathematics instruction, math talk, and appropriate feedback and praise.

Young has written widely on the topics of early childhood education and development. She has served as a reviewer for Early Childhood Research Quarterly and Infant and Child Development and has contributed to multiple early childhood research and policy projects.

Young received a BA in psychology from Boston College, an EdM in human development and psychology from Harvard University, and a PhD in developmental and educational psychology from Boston College.

"We should never underestimate the importance of high-quality early childhood education and its role in creating equitable opportunities for all children."

Games for Young Mathematicians: Mathematics Learning and Persistence in Preschool
Co-presentation, Massachusetts STEM Summit
Worcester, MA
November 2016
The Effect of District Support for Implementation of Mathematics Materials: A Longitudinal Analysis of Fourth Grade Student Outcomes
Co-presentation, American Educational Research Association Conference
Chicago, IL
April 2015
Preschool Mathematics Practice: Learning to Make Sense and Persevere
Co-presentation, National Council of Teachers of Mathematics Conference
Boston, MA
April 2015

“5 Math Games to Inspire Young Minds”
EDC, September 28, 2016

Hoisington, C., Young, J. M., Anastasopoulos, L., & Washburn, S. (2015). Building a classroom community that supports English learners in preschool. National Head Start Association: Dialog.18(2), 1–30.

Hauser-Cram, P., Howell, A. N., & Young, J. M. (2012). The importance of mother-child interaction to the development of children with Down syndrome or Williams syndrome. In J. Burack, R. Hodapp, G. Larocci, & E. Zigler (Eds.), The Oxford handbook of intellectual disability and development (2nd ed.). New York, NY: Oxford University.

Casey, B., Erkut, S., Ceder, I., & Young, J. M. (2008). Use of a storytelling context to improve girls’ and boys’ geometry skills in kindergarten. Journal of Applied Developmental Psychology, 29(1), 29–48.

Young, J. M., & Hauser-Cram, P. (2006). Mother-child interaction as a predictor of mastery motivation in children with disabilities born preterm. Journal of Early Intervention, 28,(4), 252–258.

Early Childhood Development and Learning
Mathematics
Evaluation
Research
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Naomi Hupert

January 5, 2017, 12:15 pm
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nhupert@edc.org
917-445-4936
Naomi Hupert staff portrait

As a researcher, Naomi Hupert has worked at the intersection of technology, literacy, and STEM for over 20 years, focusing on the use of technology as a tool to support learning for children and the adults who work with them. While her aim is to provide all students with engaging and challenging academic instruction, her emphasis is on improving outcomes for students who struggle to meet grade-level academic benchmarks. Whether this struggle is due to inadequate access to quality instruction or to learning and other disabilities, Hupert builds on digital resources to support this student population and their families.

The result of Hupert’s research has led to a better understanding of the impact of transmedia learning experiences, teachers’ use of digital tools to support early learning, and elementary and middle school science education. Her work is characterized by the development and implementation of rigorous formative and summative program evaluations, which provide usable, real-time information to program developers and educators.

Hupert holds an MS in education, with a specialization in literacy and language-related learning disabilities, from Bank Street College of Education.

"When we expect digital resources and devices to transform learning, we must ensure the content these tools and resources bring to students is also transformative."

Using Digital Media at Home to Promote Young Children’s Mathematics Learning: Results of a Randomized Controlled Trial
Society for Research in Child Development (SRCD) Technology & Media in Children’s Development Conference
Irvine, CA
October 2016
Designing Educational Games for Early Learners: Competing and Complementary Perspectives of Developers, Researchers, and Learning Experts
Panel discussion, Games, Learning, and Society Conference
Madison, WI
August 2016
Using Digital Media at Home to Promote Young Children’s Mathematics Learning: Results of a Randomized Controlled Trial
Society for Research on Educational Effectiveness (SREE)
Washington, DC
March 2016

“Why Children's Programming Is the New Front Line in the Streaming Battle”
Los Angeles Times, August 15, 2015

Pasnik, S., Llorente, C., Hupert, N., & Moorthy, S. (2016). Reflections on the Ready to Learn initiative, 2010 to 2015: How a federal program in partnership with public media supported young children’s equitable learning during a time of great change. New York, NY, & Menlo Park, CA: Education Development Center, & SRI International.

Pasnik, S., Moorthy, S., Llorente, C., Hupert, N., Dominguez, X., & Silander, M. (2015) Supporting parent- child experiences with PEG+CAT early math concepts: Report to the CPB-PBS Ready to Learn initiative. New York, NY, & Menlo Park, CA: Education Development Center, & SRI International.

Penuel, W. R., Bates, L., Gallagher, L. P., Pasnik, S., Llorente, C., Townsend, E., Hupert, N., . . .  VanderBorght, M. (2012). Supplementing literacy instruction with a media-rich intervention: Results of a randomized controlled trial. Early Childhood Research Quarterly, 27 (1), 115–127.

Early Childhood Development and Learning
Elementary and Secondary Education
Design and Development
Evaluation
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Enhancing Services and Linkages for Children Affected by HIV and AIDS (ELIKIA)

January 24, 2017, 1:25 pm
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While rates of HIV in the Democratic Republic of Congo (DRC) are relatively low at 1% (UNAIDS, 2015), prevalence in population centers and along economic corridors has remained a consistent concern among public health officials. Among those most deeply affected are children—the DRC is home to an estimated 290,000 children orphaned by AIDS, and tens of thousands more are made vulnerable due to an HIV-positive parent or caregiver whose illness compromises their ability to meet the needs of their children.

With funding from the U.S. Agency for International Development, EDC is working to improve services, support, and opportunities for orphans and vulnerable children affected by the epidemic through the Enhancing Services and Linkages for Children Affected by HIV and AIDS (ELIKIA) project. The project also provides HIV-affected households with an increased range of services that contribute to HIV treatment adherence, testing, and prevention, improving the coordinated continuum of care for people affected by HIV.

EDC works with local partners in eight health zones around the city of Lubumbashi on the following activities:

  • Establish a case management system to support parents and caregivers in HIV-affected households to meet the needs of the children in their care
  • Strengthen health and social service referral systems to improve households' access to needed services
  • Deliver comprehensive training programs for parents and caregivers on subjects such as positive parenting skills, early childhood development, adolescent health and development, and caring for children living with HIV
  • Implement financial education and savings group activities as a means of strengthening household economic stability
  • Distribute temporary cash transfers to help highly destitute households become more resilient
  • Provide education support to children at risk of dropping out of school
  • Strengthen community child protection systems to address cases of child abuse, neglect, and exploitation
  • Build the capacity of community volunteers, clinical staff, civil society organizations, and the Division of Social Affairs (DIVAS) to care for orphans and vulnerable children
  • An estimated 43,000 orphans and other vulnerable children will benefit from ELIKIA activities.
Alisha Rodriquez
Alisha Keirstead
Senior Business Development Associate
U.S. Agency for International Development

Catholic Relief Services, Palladium Group, Caritas Katanga

Bodies of Work 
Early Childhood Development and Learning
Behavioral, Physical, and Mental Health
HIV and Sexual and Reproductive Health
2016–Present
Services 
Design and Development
Implementation
Regions 
Africa
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Selected Integrated Reading Activity (SIRA)

January 24, 2017, 2:53 pm
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Eighty percent of second-grade students in Mali are unable to read a single word in their mother language. But what is the best way to improve literacy rates in a country where teachers are unprepared and many schools have only the barest materials?

EDC is improving reading outcomes for Malian students in grades 1 and 2 through the USAID-funded Selected Integrated Reading Activity (SIRA) project. SIRA seeks to improve classroom instruction in early grade reading, improve service delivery systems, and increase parent, community, and private support for early literacy in areas of Mali where Bamanankan is the predominant language.

The SIRA project is undertaking the following activities:

  • Designing and implementing reinforced, balanced literacy activities for students in grades 1 and 2
  • Strengthening the capacity of the Government of Mali to maintain progress after the lifespan of the project
  • SIRA will improve reading outcomes for over 292,000 Grade 1 and 2 students in the Koulikoro, Segou, and Sikasso regions of Mali. The project will also reach over 11,000 teachers in 5,691 schools.
Adwoa Atta-Krah
Aatta-krah@edc.org
U.S. Agency for International Development MALI

Ministry of National Education, Save the Children, School to School International, Institute for Popular Education, Malian Organization for Support to Children in the Sahel (OMAES), CRC Sogema

Bodies of Work 
Early Childhood Development and Learning
Elementary and Secondary Education
2016–Present
Services 
Design and Development
Regions 
Africa
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Dawn Nixon

February 2, 2017, 11:47 am
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dnixon@edc.org
Dawn Nixon staff portait

Dawn Nixon, PsyD, is an infant and early childhood mental health professional. Her extensive experience and accomplishments focus on improving outcomes for at-risk children and families in rural and urban environments.

Nixon has extensive experience working with children, parents, and staff of Head Start, Early Head Start, and Home Visiting programs, particularly within tribal communities. She has a strong interest in cross-sector collaborations to improve the early childhood system of care and reduce the stress of system-engagement on families. Through a collaborative approach, her work has supported improvements in early childhood classroom environments, the inclusion of reflective practice in early care and primary care settings, and the increased availability of mental health services for infants and children.

A licensed psychologist, Nixon holds a PsyD in counseling psychology from the University of St. Thomas and an MA in educational psychology/counseling from the University of Minnesota, Duluth. She holds an IMH Endorsement as an Infant Mental Health Mentor at the Clinical level (level IV)

Supporting Community: Trauma-informed Care
Lac Courte Oreilles Tribal Home Visitation Program
Hayward, WI
2015
Evaluation within a Tribal Community
Brazelton Touchpoints Center Annual Conference
Boston, MA
2014
Minwaajimo (Telling a Good Story): Touchpoints within a Tribal Community
Infant and Early Childhood Mental Health Conference
Lake Geneva, WI
2012
Behavioral, Physical, and Mental Health
Capacity Building for Individuals, Organizations, and Systems
Early Childhood Development and Learning
Design and Development
Implementation
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Early Childhood at EDC

February 24, 2017, 10:26 am
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PDF iconEarly Childhood at EDC.pdf

This brief describes EDC’s deep commitment to ensuring that all young children have the support they need during the critical early childhood window of time. In the brief, we share what it takes to improve the quality of early childhood services and describe some of the efforts that we are leading across the United States and around the world to make a difference in the lives of young children and their families.

Associated Experts: 
Shelley Pasnik
Kim Netter
Mary Mackrain
David Jacobson
Jana Martella
Rachel Christina
Patricia Fahey
Ashley Lewis Presser
Carrie Lewis
Bertha Gorham
Jennifer Allison
Media Type: 
PDF
Resource Type: 
Reports
Service: 
Design and Development
Policy
Research
Body of Work: 
Early Childhood Development and Learning
Education Development Center, Inc.
2017
8 pp
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Cindy Hoisington

April 13, 2017, 8:17 am
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choisington@edc.org
LINKEDIN
TWITTER
Photo of EDC's Cindy Hoisington

As an early childhood and elementary science educator, Cindy Hoisington creates meaningful science, STEM, and literacy experiences for children, teachers, and families. She develops inquiry-based science and STEM curricula and designs and facilitates professional development in science for teachers, coaches, and administrators.

Hoisington instructs and mentors pre-K, K, and Grade 1 teachers in facilitating high-quality life, physical, and earth/space science experiences for children that reflect current research and science standards. She has directed projects that get children and teachers into nature and that empower low-literacy families to be their children’s first science and language teachers. She has contributed to the design and development of science standards and assessment tools for multiple audiences.

Hoisington has been a reviewer, advisor, and writer for educational media initiatives, including Curious George,Peep and the Big Wide World and The Cat in the Hat Knows a Lot about That! She is a co-facilitator of the NAEYC Early Childhood Science Interest Forum (ECSIF).

Hoisington received a BS in biology from the University of Massachusetts (UMASS) and an MEd from Bridgewater State College. She participated in postgraduate work in science and math education at UMASS Lowell.

"Teaching well requires first and foremost a fundamental respect for the learner and for the experiences, interests, and ideas they bring to the table."

What’s Next for STEM Education? Boosting Teachers and Teaching pre-K–12
Panelist, New America
Washington, D.C.
March 16, 2017
Science and Young Children, A Natural Fit
Texas School Ready! Early Childhood Summer Institute
July 2015
The NSTA Position Statement on Early Childhood Science: Implications for Teachers, Programs, and Professional Developers
NAEYC Professional Development Institute
New Orleans, LA
June 9, 2015
Keynote: Why Science in Early Childhood Settings?
Keefe Bruyette STEM Symposium
March 2015

"Implicit Bias in the STEM Classroom: How to Start Tackling the Biases that Hold Students Back in STEM"
Edutopia, May 5, 2017

“Promoting 21st Century Skills in Grades K–2: What Would John Dewey Have to Say?”
Edutopia, August 29, 2016

“The Power of Children’s Ideas: Thoughts about Science Learning and Teaching in the Early Years”
NSTA Early Years, August 28, 2016

“Promoting a National Dialogue about Early Science Learning”
EDC Learning and Teaching Division blog

Hoisington, C., & Winokur, J. (2015, September). Gimme an “E”! Seven strategies for supporting  the “E” in young children’s STEM learning. Science and Children, 53(1).

Hoisington, C., Young, J., & Washburn, S. (2015). Building a classroom community that supports English learners in preschool classrooms. Head Start Dialog 18(2), 1–30.

Hoisington, C. & Winokur, J. (2015, February). Tools of science inquiry that support life science investigations. Science and Children, 52(6).

Hoisington, C., Clark-Chiarelli, N., Gropen, J., & Winokur, J., (2014, September) Supporting children’s physical science learning through water explorations. Young Children, 69(4).

Capacity Building for Individuals, Organizations, and Systems
Early Childhood Development and Learning
Science
Design and Development
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Language Documentation, Revitalization, and Reclamation

May 19, 2017, 8:38 am
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PDF iconLanguage Documentation, Revitalization, and Reclamation (PDF)

Research shows that 46 percent of the world’s 7,000 languages are in danger of losing their last speakers by the end of the century, and communities are responding by working to reclaim, revitalize, and relearn their languages. Based on an EDC-led workshop funded by the National Science Foundation, this white paper explores the impact of language documentation on language revitalization, shares the benefits of language documentation and revitalization for young children, and presents recommendations and implications for future research.

Media Type: 
PDF
Resource Type: 
Reports
Service: 
Research
Body of Work: 
Early Childhood Development and Learning
Child Language Research and Revitalization Working Group
Full TItle: 
Language Documentation, Revitalization, and Reclamation: Supporting Young Learners and Their Communities
2017
28 pp.
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Center for Early Learning Professionals

June 13, 2017, 11:15 am
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Young children who have disabilities, grow up in poverty, or are dual language learners often start kindergarten less prepared than their peers. But the research is clear—high-quality early education opportunities can make a lifetime of difference for these children and their families.

In Rhode Island, the Center for Early Learning Professionals, which is operated by EDC, gives early childhood programs and providers the tools, support, and resources they need to provide high-quality care and education to the state’s youngest children. The Center works with administrators and educators from a diverse range of early childhood programs that serve children from birth to age 5, including community-based centers, family child-care homes, and public preschool and Pre-K programs.

Under the operation of EDC, the Center’s activities include the following:

  • Offering high-quality professional development and technical assistance services in both English and Spanish to all early learning professionals in Rhode Island
  • Providing early childhood program leaders and educators with user-friendly information about strategies to improve the quality of care for young children
  • Helping programs navigate and move up the state’s quality continuum for early care and education and meet the Department of Education’s Comprehensive Early Childhood Education Program Standards for Approval.
  • The Center’s services have reached more than 800 early childhood programs, representing 70 percent of Rhode Island’s licensed providers.
  • More than 2,100 early childhood educators, including family child-care providers, have enrolled in the Center’s professional development offerings.
  • The Center has provided technical assistance to over 400 early childhood programs in Rhode Island.
http://center-elp.org/
Center for Early Learning Professionals
Sue Washburn
swashburn@edc.org
Rhode Island Department of Human Services and Rhode Island Department of Education
Bodies of Work 
Early Childhood Development and Learning
Capacity Building for Individuals, Organizations, and Systems
2014–Present
Services 
Implementation
Regions 
United States
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Next Generation Preschool Science

June 14, 2017, 11:05 am
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Early science experiences can inspire a lifetime of learning and curiosity, but not all students have equal access to these opportunities. That’s why EDC, in partnership with SRI International and WGBH, has developed and evaluated Next Generation Preschool Science(NGPS), an innovative science curricular program for disadvantaged preschool students.

The NGPS program seeks to facilitate young children’s engagement in science practices, such as questioning, planning, and carrying out investigations. It also promotes children’s understanding of key concepts in life, physical, and earth sciences—providing building blocks for future science learning.

NGPS project staff are conducting the following activities:

  • Developing, testing, and refining the program in collaboration with a team of preschool teachers
  • Integrating common and established learning experiences with developmentally appropriate digital activities that provide unique science learning opportunities
  • Providing professional development resources to support teachers and guide their implementation of NGPS
  • Developing an assessment using Evidence-Centered Design (ECD) to use in addition to a standardized measure of child learning
  • Evaluating the program

After a series of pilot studies conducted over two years, NGPS was evaluated via an implementation study involving 20 classrooms from preschool programs serving predominantly low-income families. Results are forthcoming.

Marion Goldstein staff portrait
Marion Goldstein
Senior Research Associate
NSF DRK-12

SRI Education, WGBH

Bodies of Work 
Early Childhood Development and Learning
Science
2013–Present
Services 
Design and Development
Evaluation
Regions 
United States
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Supporting Dual Language Learners at EDC

June 29, 2017, 12:38 pm
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PDF iconSupporting Dual Language Learners at EDC

This factsheet provides an overview of some of EDC’s work to strengthen P-3 programs and systems to foster dual-language proficiency and improve outcomes for young dual-language learners. In all of this work, we seek to build educator capacity to support language development, engage families, and sustain strong family-school-community partnerships.

Media Type: 
PDF
Resource Type: 
Studies
Body of Work: 
Early Childhood Development and Learning
Kim Elliott
Region: 
Africa
United States
2016
4 Pages
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Supporting the Whole Child at EDC

June 29, 2017, 12:57 pm
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PDF iconSupporting the Whole Child at EDC

This factsheet provides an overview of some of EDC’s work to strengthen systems and services to help families, home visitors, community members, educators, and healthcare professionals ensure that all young children have the health care, social emotional support, and safe living environments they need to thrive today and throughout their lives. It features highlights from our national support centers in the United States and our work around the world focused on health promotion, prevention, and intervention.

Media Type: 
PDF
Resource Type: 
Reports
Body of Work: 
Early Childhood Development and Learning
Behavioral, Physical, and Mental Health
Capacity Building for Individuals, Organizations, and Systems
Kim Elliott and Karen Cairone
2016
4 Pages
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Early STEM Learning at EDC

June 29, 2017, 1:14 pm
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PDF iconEarly STEM Learning at EDC

This factsheet provides a brief overview of some of EDC’s work to ensure that all young children—especially those who live in low-income communities and are members of under-represented groups—can access high-quality early STEM learning experiences that foster their school readiness and success. It features highlights from our research and evaluation, professional development, and instructional design initiatives.

Media Type: 
PDF
Associated Experts: 
Jess Gropen
Marion Goldstein
Resource Type: 
Reports
Body of Work: 
Early Childhood Development and Learning
STEM
Marion Goldstein and Jess Gropen
Region: 
United States
2016
4 Pages
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Karen Cairone

August 22, 2017, 9:55 am
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kcairone@edc.org
A photo of EDC's Karen Cairone

Karen Cairone designs tools and resources that help early childhood educators, leaders, and parents promote young children’s mental health and resilience. She specializes in social and emotional development, challenging behaviors in young children, product and training design, and training delivery.

Cairone currently serves as the universal technical assistance manager for the Home Visiting – Improvement Action Center Team (HV-ImpACT), which provides training and technical assistance to Federal Home Visiting Program grantees. She also develops and edits training resources for the Center of Excellence for Infant and Early Childhood Mental Health Consultation (IECMHC).

Cairone has extensive experience in the field of mental health and has worked with Head Start and state-based training and technical assistance centers. She serves on the Consulting Editors Panel for the National Association for the Education of Young Children’s (NAEYC) Young Children Magazine and is a content consultant for the Devereux Center for Resilience Children. Cairone is also a curriculum writer for Guidecraft and a writer and producer with Video Active Productions/Turnkey Productions. She was named as an Exceptional Emerging Leader by the Exchange Leadership Initiative.

Cairone holds an AB in psychology and English from Lafayette College and an EdM in educational psychology from Rutgers University.

“Keeping children at the center of all we do will assure we keep our eyes steadily focused on the future.”

From Reactive to Proactive: Promoting Social and Emotional Skills and Executive Function

Early Childhood Summit, EDC
Waltham, MA
September 2017

Promoting Kindness and Resilience in Turbulent Times: Why Social and Emotional Skills Matter Now More Than Ever

NAEYC Professional Learning Institute
June 2017

Building Resilience in Adults: We ALL Need Resilience!

McCormick Leadership Conference
June 2016

Cairone, K., & McAuley, E. (2017). Little moments that prepare children for big moments: Fostering attachment and resilience.

Cairone, K., Rudick, S., & McAuley, E. (2017, January). Home visiting issues and insights: Creating a trauma-informed home visiting program (Issue brief).

Cairone, K. (2016, May/June). Helping teachers take the challenge out of behavior.

Behavioral, Physical, and Mental Health
Early Childhood Development and Learning
Design and Development
Implementation
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USAID Partnership for Education: Innovating Activity

August 30, 2017, 12:57 pm
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A photo of parent and child reading in Ghana

The development of literacy skills through early experiences with books and stories is critically linked to children’s later success in learning to read. As Ghana continues to increase national literacy levels, parents and communities are called upon to help their children to read outside of the classroom, supporting what they learn from teachers and the school system.

The USAID Partnership for Education: Innovating Activity (Innovating) complements other initiatives taking place in the classroom and encourages all Ghanaians to build communities of reading throughout the country. Innovating works closely with the Ministry of Education, Ghana Education Service, and local stakeholders to raise public awareness about the importance of reading and the benefits of developing good reading habits. The activity focuses on the Greater Accra, Ashanti, Western, Volta, and Northern regions of Ghana.

EDC staff working on Innovating are engaged in the following activities:

  • Raising public awareness of the importance of reading for individual and national development through a national media campaign
  • Promoting public action to encourage good reading habits at home as a complement to the classroom through a variety of activities in the five target regions
  • Working with community organizations and volunteers to build a strong network of early-grade reading champions to promote reading locally
  • Growing public-private partnerships supporting home and community-based reading
  • Awarding grants to more than 800 communities and civil society organizations to support early-grade reading activities
  • 800 grants will be issued to communities and civil society organizations to fund household reading activities
Simon Richmond
Simon Richmond
Project Director | Applied Technology Specialist
U.S. Agency for International Development

Ministry of Education, Ghana; Ghana Education Service; Participatory Development Associates

Bodies of Work 
Early Childhood Development and Learning
Capacity Building for Individuals, Organizations, and Systems
2016–Present
Services 
Design and Development
Evaluation
Implementation
Policy
Research
Regions 
Africa
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Young Learners and Technology

September 18, 2017, 12:52 pm
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PDF iconYoung Learners and Technology

This brief describes how EDC works with multi-sector partners to pioneer new ways to harness the power of digital tools to support families and enhance early teaching, learning, and health promotion.

Associated Experts: 
Shelley Pasnik
Media Type: 
PDF
Resource Type: 
Reports
Service: 
Design and Development
Evaluation
Policy
Research
Body of Work: 
Early Childhood Development and Learning
Capacity Building for Individuals, Organizations, and Systems
Out-of-School Learning
Kimberly Elliott, Shelley Pasnik
Region: 
United States
2017
4 pages
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Strategies to Improve All Students’ Mathematics Learning and Achievement

October 17, 2017, 7:26 am
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PDF iconStrategiesToImproveMathAchievement.pdf

This collection of six essays shares insights and strategies from EDC’s work to close opportunity gaps in mathematics education and support teachers in improving instruction.

 


Media Type: 
PDF
Associated Experts: 
Paul Goldenberg
Babette Moeller
Resource Type: 
Reports
Service: 
Design and Development
Implementation
Policy
Research
Body of Work: 
Early Childhood Development and Learning
Elementary and Secondary Education
Mathematics
Capacity Building for Individuals, Organizations, and Systems
STEM
Courtney Arthur, Eden Badertscher, Paul Goldenberg, Babette Moeller, Matthew McLeod, Johannah Nikula, and Kristen Reed
Region: 
United States
Full TItle: 
Strategies to Improve All Students’ Mathematics Learning and Achievement
2017
23 pages
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Project to Improve Access to Quality Education (PAAQE) IAI for Preschool

October 30, 2017, 12:36 pm
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Due to limited local access, less than half the children aged 3–6 in Burkina Faso receive the preschool education that would prepare them for primary school. Communities need relevant, quality kindergarten programs to provide early learning opportunities for their children.

The Project to Improve Access and Quality of Education (PAAQE) IAI for Preschool supports early childhood development by building the capacity of the government of Burkina Faso to offer high-quality early learning. This work includes the development and production of interactive audio instruction (IAI) lessons for preschool programs as well as professional development for early childhood staff.

EDC staff working on PAAQE are engaged in the following activities:

  • Developing a one-year IAI series for early childhood education (ECE) in two languages (Moore and Gourmenchema)
  • Developing a certification for early childhood staff
  • Training government program officers to produce and evaluate pilot programs
  • Developing an audio studio
  • Creating a monitoring and evaluation plan for implementation
  • Orienting community members to new ECE programming
  • PAAQE aims to reach 15,000 children and 600 facilitators in 345 communities by the end of the project. It also aims to train 60 program officers.
Carrie Lewis
Carrie Lewis
Senior Technical Advisor
Government of Burkina Faso, The World Bank

Government of Burkina Faso

Bodies of Work 
Early Childhood Development and Learning
Capacity Building for Individuals, Organizations, and Systems
July 2017–Present
Services 
Design and Development
Evaluation
Implementation
Policy
Research
Regions 
Africa
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Strengthening Zambia's Community Schools

November 28, 2017, 1:34 pm
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This report summarizes the results of the Time to Learn project in Zambia, which was funded by the U.S. Agency for International Development with additional support from the President's Emergency Plan for AIDS Relief (PEPFAR). The five-year project worked to improve the quality of Zambia's community schools and supported orphans and vulnerable children (OVCs).

Working in partnership with the Government of Zambia’s Ministry of General Education, the project exceeded its targets. Community schools improved, reading levels of students increased, government support to community schools increased, and access to secondary education among OVCs affected by HIV and AIDS was expanded.

Media Type: 
Website
Resource Type: 
Reports
Service: 
Design and Development
Implementation
Body of Work: 
Early Childhood Development and Learning
Region: 
Africa
Full TItle: 
Strengthening Zambia's Community Schools: Results from the USAID Time to Learn Project
2017
6 pages
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