IES Blog

A technology-based instructional tool—developed and evaluated through IES funding—will now be put it to use in hundreds of schools across the country with the goal of improving students’ literacy outcomes. The United2Read Project was recently awarded a five-year Education Innovation and Research (EIR) expansion grant from the U.S. Department of Education. The EIR grants provide funding to develop, expand, and evaluate innovative, evidence-based programs designed to improve student achievement.

A2i (pictured right) includes a series of assessments to measure component literacy skills of students and provide information that teachers can use to individualize literacy instruction in Kindergarten through Grade 3.  The assessments cover a wide range of literacy skills, including vocabulary, decoding, word reading, spelling, sentence and paragraph writing, comprehension, and inferencing.

A2i assessments are given throughout the school year to monitor student progress, and A2i’s algorithms are updated in real-time to provide teachers with recommendations for instruction for each student and changes to grouping.

This project demonstrates the critical role IES plays in supporting research to develop innovative teaching and learning products and test those products for efficacy.  Over the past 13 years, A2i was developed, evaluated, and scaled with a progression of awards from IES, as well as the National Institutes of Health/National Institute of Child Health and Human Development (NIH/NICHD).

• With a 2004 IES research grant, researchers at the University of Michigan and Florida State University conducted basic research to understand how the effects of different types of literacy instruction (e.g., phonics vs. meaning focused) depend on children’s constellation of language, phonological awareness, decoding and encoding, and comprehension skills. The team then used the findings from this initial work to build and test an initial version of A2i with first-grade students. The research demonstrated that instruction tailored to students’ skills and learning needs, and adjusted over time, is more effective than one-size-fits-all approaches.
• With a 2007 IES research grant, the researchers expanded A2i into second- and third-grade classrooms. They also tested the effects of implementing the system with second-grade students who had received A2i-informed instruction in Grade 1, as well as those who had not.
• With a 2013 IES research grant and grant support from NIH/NICHD, researchers at Florida State and Arizona State conducted seven randomized controlled studies examining the impact of A2i on student reading. The results suggest that individualizing literacy instruction with A2i recommendations led to stronger literacy gains for K-3 students. On average, students who used A2i across multiple years ended third grade reading at a grade 5 level. The research included students who qualified for the National School Lunch Program and who received special education services.
• With a 2013 IES research grant to Arizona State University (which was later transferred in 2016 to University of California, Irvine) and a 2014 award from the ED/IES Small Business Innovation Research (SBIR) Program to Learning Ovations, an education technology development firm, the researchers upgraded the underlying data architecture of A2i to enable scale and implementation in classrooms across the nation. Research results demonstrated that the more teachers viewed student test scores, the greater the students’ literacy skill gains.
   

(Findings from all publications on the A2i software and related professional development are posted on Learning Ovations website.) 

The new EIR expansion grant was awarded to a consortium of researchers and developers, including researchers at UC Irvine, Learning Ovations, Digital Promise (a non-profit), and MDRC, a national evaluation firm. At least 300 schools and 100,000 students will be served through the grant, which will also support a large-scale effectiveness trial to measure the impact of the project on student reading achievement.

Ed Metz is a Research Scientist at IES, where he leads the SBIR and the Education Technology Research Grants programs.

Erin Higgins is an Education Research Analyst at IES, where she leads the Cognition and Student Learning Research Grants program.

It is clear that civic education is a priority in the United States. All U.S. states require students to take a civics or government course and many provide opportunities for students to perform community service or service learning to practice active citizenship.

However, reports illustrate that many young people are not being adequately prepared as citizens. For example, in the most recent National Assessment of Education Progress (NAEP) in Civics only one-quarter of students reached “proficient” in knowledge of key facts on the U.S. Constitution or the functions of government.

Amid calls to strengthen civic education, IES has funded several interventions that are leveraging technological innovation and game design to engage students. These projects are mainly funded through two IES programs—the Small Business Innovation Research (SBIR) Program and Education Research Grants in Education Technology.

Among the projects IES has funded:

• ECO (pictured above) is a game-based virtual environment where students collaboratively build a shared civilization and, in the process, apply democratic skills such as making rules and laws, analyzing data, and deliberation (watch video);
• Discussion Maker is a role-playing game where students debate a civic issue, such as freedom of speech. The technology assigns each student a role, facilitates analysis and using evidence to make an argument, and organizes face-to-face debates and deliberation (watch video);
• GlobalED2 is a role-playing game addressing a simulated global crisis (e.g., major oil spill or water scarcity) where students act as representatives of different countries governments. Students analyze the issue from the perspective of their country and negotiate with other countries to create a solution (watch video);
• EcoMUVE is a 3D multi-user virtual pond or forest environment where students apply inquiry-based practices to understand causal patterns in ecological science (watch video); and
• Mission US’s Up from the Dust (pictured right) is a historical fiction adventure style game where students take on the role wheat farmers during the Great Depression in Texas 1929, and in doing so guide decisions by learning about the interaction of agriculture, the environment, and how government policies affect the economy (watch video).

Specific design elements of these games offer new ways to stimulate young people’s civic knowledge, skills, and engagement. For example:

All of these interventions employ game-based learning to motivate and engage students in new ways. For example, ECO is an unscripted “sandbox” where students create unique and personalized worlds, while Up from the Dust follows an adventure-based historical story. GlobalED2 and Discussion Maker employ role-playing and EcoMUVE guides inquiry-based virtual and real-world exploration.

Additionally, these programs all seek to build citizenship skills with cross-disciplinary content. For example, ECO, EcoMUVE, and GlobalED2 focus building citizen-science skills such as inquiry and analysis; Discussion Maker can apply content from almost any course within democratic debate; and Up from the Dust immerses students in a storyline with history, economics, and government concepts.

At the same time, these interventions also promote collaborative civic learning by simulating democratic processes for a whole class of students, both virtually and face-to-face. In ECO, students collaborate to create their own government with which they need to maintain through rules and laws. Discussion Maker and GlobalED2 use analysis, deliberation, and debates for individuals and groups of students. In EcoMUVE, students can conduct inquiry-based learning within the virtual environment. In Up from the Dust students engage in group discussions after gameplay to assess how specific decisions influenced results.

Several of these games also allow for feasible classroom implementation of what would otherwise be complex interventions. For example, some of the interventions provide real-time cues to students as they progress through the game, allowing a teacher to focus on facilitating overall instruction rather than coordinating every step of the game for every student.

To learn more about these projects, and to learn more about upcoming funding opportunities for the research and development and evaluation of technologies that support civic learning, visit the IES website or follow IES on Facebook and Twitter @IESResearch. 

Ed Metz is a Research Scientist at IES, where he leads the SBIR and the Education Technology Research Grants programs. 

For more than a decade, the Department of Education’s Small Business Innovation Research program, operated out of the Institute of Education Sciences, has funded projects to develop education technology designed to support students, teachers, and administrators in general or special education. The program, known as ED/IES SBIR, also focuses on the commercialization after development is complete so that the products can reach schools and be sustained over time. It’s research, with a start-up mentality.

In recent years, millions of students in schools around the country have used technologies developed through ED/IES SBIR funding, such as products by Filament Games, Sokikom, Agile Mind, and Mindset Works, to name a few.

This week, IES announced 18 ED/IES SBIR program awards for 2017. Of these awards, 11 are Phase I awards to develop and test a prototype, and seven are Phase II awards to fully develop and evaluate an education technology product in classrooms and schools. (See a video playlist of Phase II projects below)  

The new awards cover topics across math, science, engineering, reading, support social and behavioral development, and several are building platforms to inform decision-making by teachers and administrators. Several projects are pairing software with hardware-based technologies, such as Virtual Reality, 3D-printing, and Wearables.

The new awards also continue to fund projects in two major categories – learning games and dashboards for teachers and administrators.

Learning Games

For the past seven years, about half of ED/IES SBIR awards have focused on the development and evaluation of learning games (click here for a playlist). Continuing that trend, more than half of the 2017 ED/IES SBIR awards are for game-based technologies. Examples include:

• Phase II awardee Schell Games and Phase I awardee Electric Funstuff are building games for use with Virtual Reality headsets so that students can engage with academic content in immersive 360-degree environments;

• Phase II awardee Parametric Studios is creating a “makerspace” engineering simulated environment with a 3D-printer;

• Phase II awardee Fablevision is developing a fractions game with an adaptive component that auto-adjusts in difficulty to meet the competency level of individual students;

• Phase II awardee Spry Fox is building in-game supports and using rewards and competition to drive game play in teaching vocabulary to struggling middle school students and English Learners; and

• Phase I awardees MidSchoolMath and Happy People Games are using story-based narrative to engage students and apply learning, while Fokus Labs and Safe Toddles are creating prototypes employing wearable devices paired with a game component to improve performance.

Dashboards for Teachers and Administrators

Many of the newly funded projects are developing a dashboard component populated with data and information to generate reports that teachers and administrators can use to guide instruction and decision making. Examples include:

• Phase II awardee Analytic Measures is developing an automated speech recognition technology to assess students’ oral fluency in real-time with a dashboard to provide reports to inform teacher instruction;

• Phase II awardee Future Engineers is developing an open online platform that generates lists of engineering and maker-based projects for students in K-12 classrooms.

• Phase I projects by Story World, Strange Loop Games, TutorGen, Simbulus, and Myriad Sensors are creating prototypes of dashboards to provide teachers formative assessment results on student performance with reports to guide instruction; and 

• Two projects focus on platforms for schools administrators – a Phase II project by EdSurge to inform the selection process for technology for school improvement and a Phase I project by LiveSchool to generate reports on student behavior across classes and school.

Stay tuned for updates on Twitter and Facebook as IES continues to support innovative forms of technology.

Written by Edward Metz, program manager, ED/IES SBIR

Growth mindset is the belief that we can grow our intelligence by working hard at it and the idea has attracted a lot of interest in the education world in recent years. There have been best-selling books and many magazine and newspaper articles written about the power of a growth mindset.

In a recent national survey*, nearly all (98 percent) of 600 K-12 teachers said they think that a growth mindset improves their own teaching and helps their students learn. However, only 20% reported confidence in actually being able to help their students develop a growth mindset. This disparity highlights a need for additional research and development of growth-mindset based interventions, as well as research to understand how to best optimize implementation and outcomes.

For more than a decade, the Institute of Education Sciences (IES) has supported research on growth mindset. This includes a set of basic research studies to test a theory about growth mindset, an R&D project to build a technology-based growth mindset intervention, and an efficacy study to evaluate the impact of that intervention.

With a 2002 award from the IES Cognition and Student Learning Program (as well as grants from private foundations), researchers at Columbia and Stanford Universities conducted basic research to test and grow the growth mindset theory. This research provided a foundation for future R&D to develop school-based interventions focusing on applying growth mindset to student learning.

With a 2010 award from the ED/IES SBIR program, small business firm Mindset Works developed a web-based intervention to support teachers and grade 5 to 9 students in applying a growth mindset to teaching and learning. The Brainology intervention (pictured below) includes 20 animated interactive lessons and classroom activities for students on how the brain works and how it can become smarter and stronger through practice and learning. The intervention also teaches students specific neuroscience-based strategies to enhance attention, engagement, learning, and memory, and to manage negative emotions.

Brainology includes support materials for teachers to help them integrate the program and growth mindset concepts more generally into their daily activities at school. It is currently being used in hundreds of schools around the country.

And through a 2015 award from the Social and Behavioral Context for Academic Learning Program, researchers are now studying the efficacy of Brainology to improve students’ growth mindset and academic learning. In this four-year study, sixth- and seventh-grade science teachers are randomly assigned to either implement the program along with their school’s regular science curriculum or  continue with the regular science curriculum alone. Impacts of the growth mindset program on student mindsets and achievement (grades and test scores) are being measured in the early spring of the implementation year and in the fall of the following school year.

 

Follow us on Twitter and Facebook, or stay tuned to this blog, for more information about these and other research projects related to growth mindset.

 

Written by Emily Doolittle, NCER’s team lead for Social and Behavioral Research, and Ed Metz, ED/IES SBIR Program Manager

* - The survey indicates that growth mindset is of high interest to the general public and the education community. However, the Institute of Education Sciences was not involved in this survey and has not reviewed the methodology or results. 

By Ruth Curran Neild, Delegated Director, IES

2016 was a busy year for the Institute of Education Sciences (IES) as we continued our commitment to support a culture of evidence-use in education. Among our work over the past 12 months:

• We released more than 200 publications, including statistical reports and data collections, research findings and compendia, program evaluations, intervention reports, educator’s practice guides  and more;
• We made significant improvements to our communications and dissemination efforts, including a new IES website, an improved What Works Clearinghouse site, videos about our work and the launch of IES and NCES Facebook pages. We also published 80 blogs focused on our work and our mission;  
• We launched tools, like RCT-YES and  Find What Works, that make it easier to conduct, report, and find research;
• We awarded more than $200 million in research grants and funding across a wide variety of topics, including:
  • More than $150 million in grants from the National Center for Education Research;
  • More than $70 million in grants from the National Center for Special Education Research; and
  • About $5.75 million in funding for the development of education technology through the ED/IES Small Business Innovation Research program.

At the end of the year, we shared a small portion of our 2016 work on Twitter using the hashtag #IES2016. If you weren’t following Twitter over the holidays, we created a Storify of those tweets, which we’ve embedded below.  Also, check out the What Works Clearinghouse (WWC) Year in Review website for an overview of the WWC’s work in 2016.