Science Learning with Hero Elementary: Accessible Blended Learning Resources to Reach All Students
There is a need to design learning resources that allow a diverse range of students access to instructional content, including students with disabilities, dual-language learners, and socioeconomically disadvantaged students. Designers of digital and blended science-learning resources are recognizing the value of (a) incorporating design features into their products that support equitable access to instructional content and (b) enabling educators to adapt resources to provide maximum access to the learning content for their students.
This report describes a case study that examines the design and use of PBS KIDS Hero Elementary science learning resources with diverse groups of K–2 students. Hero Elementary resources include PBS KIDS television episodes, digital and analog games, e-readers, hands-on activities, a tablet-based science notebook, and educator professional development and resources.
The report provides rich examples of design strategies that can guide researchers, resource designers, and educators as they seek to create and use learning resources that can engage diverse learners in science and other content areas. In addition, the study provides evidence of how educator professional development focused on equity and accessibility can prompt educators to use research-based practices to provide further access to the learning content with their students.
WestEd research shows family engagement can help to improve mathematics learning in preschoolers, particularly those from economically disadvantaged families.
WestEd conducted a randomized controlled study to investigate how NGSS-aligned transmedia playlists can support student engagement and learning.
WestEd conducted a pilot study using five playlists to understand the feasibility of implementing the playlists in after-school programs and to discuss the potential impact of the playlists on student science learning. This report describes the study.
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