The future of education lies in the mutual consideration of complex factors that affect education inputs and outcomes. From New York to Afghanistan, our researchers examine the social-emotional development of children, observe and strengthen classroom interactions, enhance parental decision-making, and improve educational opportunities for all children. Faculty across disciplines collaborate and apply their expertise to tackle the pressing education questions of our time. An interdisciplinary approach to education and child development allows IHDSC to support children, families, teachers, and leaders, and to envision long-term solutions that inform education policy and practice in local, national, and global contexts.
Featured Blog Posts
Dr. Natalie Brito explores myths and misconceptions that accompany bilingual learning in the United States, specifically for children who are learning English as a second language. Through evidence-based, culturally appropriate tools such as Dr. Brito's Háblame Bebé mobile phone app, parents can complete educational modules, receive reminders to incorporate language into everyday activities, and learn about the benefits of bilingualism.
The move to remote learning caused by the COVID-19 crisis has sparked renewed interest in achievement and opportunities gaps for historically marginalized groups. One such group are multilingual learners—students who speak a language or languages other than English at home. Multilingual learners bring a host of assets to school. However, with widespread segregation and inadequate linguistic support, they face many challenges in achieving academically.
Educators and policymakers often talk about the gender gap in science, technology, engineering, and math (STEM) during college, but the gender gap is not the same across all STEM fields. Dr. Joseph Cimpian, Dr. Taek Kim, and IES-PIRT fellow Zachary McDermott conducted research on understanding these persistent gender gaps in STEM.