Professional Title
Research Scientist
Organization/Institution
About Me (Bio)
Since 2001, I have been studying how to improve the quality of classroom technology use to support K-12 teaching and learning. My current work primarily focuses on how emerging technologies can be used in conjunction with traditional classroom practices to promote scientific thinking in early childhood and adolescence. I am a co-Principal Investigator on Next Generation Preschool Science, a four-year NSF-funded project to develop and evaluate a program to promote young children’s learning of key science practices and concepts. Additionally, I was a lead researcher on Possible Worlds, a five-year IES-funded project to develop and test a series of game-based activities to support science and literacy instruction.
Before joining EDC, my doctoral research identified how online communication tools and scaffolds can support the development of argumentation and inquiry skills among middle-school students.
In all of these contexts, as well as in my other projects at CCT, I use my extensive knowledge of developmental psychology, program evaluation, and instructional design. I have an Ed.D. in Educational Technology from Teachers College, Columbia University, as well as an M.A. from New York University and a B.A. from the University of Pennsylvania.
Before joining EDC, my doctoral research identified how online communication tools and scaffolds can support the development of argumentation and inquiry skills among middle-school students.
In all of these contexts, as well as in my other projects at CCT, I use my extensive knowledge of developmental psychology, program evaluation, and instructional design. I have an Ed.D. in Educational Technology from Teachers College, Columbia University, as well as an M.A. from New York University and a B.A. from the University of Pennsylvania.
Citations of DRK-12 or Related Work (DRK-12 work is denoted by *)
- Dominguez, X., & Goldstein, M. (March 2020) Next Generation Preschool Science: Findings from design-based research to inform iterative development of an innovative curricular program and a field study to examine implementation and efficacy. Paper to be presented at the annual meeting of the Society for Research on Educational Effectiveness, to be held March 11-14 in Crystal City, VA.*
- Goldstein, M., Lewis Presser, A., & Vidiksis, R. (April 2020). Why and how to go digital: Research-based strategies for using media to teach science in your preschool classroom. Workshop to be conducted at Young Child Expo & Conference to be held April 28-May 1 in New York, NY.*
- Lewis Presser, A .E., Dominguez, X., Goldstein, M., Vidiksis, R., & Kamdar, D. (March 2019). Ramp it up! Preschoolers investigate force and motion with a digital journal. Science & Children, 56(7), 30-37.*
- Goldstein, M., Famularo, L., & Kynn, J. (2018). From Puddles to Pigeons: Learning About Nature in Cities. Young Children, 73(5): https://www.naeyc.org/resources/pubs/yc/nov2018/learning-about-nature-c…*
- Goldstein, M., Christensen, C., Gerard, S. N., & Silander, M. (2018). Science takes center stage: Design principles to support young children’s science learning with media. In S. Pasnik (Ed.), Getting Ready to Learn: Creating Effective, Educational Children’s Media. New York: Routledge.*
- Goldstein, M., Famularo, L., Kynn, J., & Pierson, E. (May 2019) Researching a new pathway for promoting children’s active outdoor science exploration in urban settings. Journal of Outdoor Recreation, Education, and Leadership.