Marion Goldstein

research scientist
tel: 212-807-4293
fax: 212-633-8804

Dr. Marion Goldstein leads research and development projects and evaluations that advance knowledge of strategies to close opportunity gaps and strengthen STEM education for all students. This involves working in partnership with media producers, curriculum designers, educators, students, parents, and administrators to create tools that work in real-world settings and accommodate a variety of instructional needs. Her studies have quasi-experimental and experimental designs, including formative and randomized controlled studies that have influenced the design of public media programming and curricular approaches.

Currently, Marion is co-principal investigator on Integrating Science with Mathematics and Engineering: Linking Home and School Learning for All Young Learners, a project funded by the National Science Foundation to promote young children’s learning of science, engineering, and mathematics. Digital and non-digital resources will be iteratively developed to bridge learning that happens across the contexts of children’s lives and to promote resource use by Spanish-speaking families and dual language learners. Additionally, Marion develops instruments and conducts research for Ready To Learn, a U.S. Department of Education-supported initiative led by PBS and CPB to examine how public media can be used to improve the school readiness of preschool children in low-income communities. For Ready To Learn, Marion also leads evaluation efforts of Community Collaboratives for Early Learning and Media, a network of 30 PBS member stations and partner organizations implementing programming for children and families. Also among her current projects, she serves as Senior Advisorfor theCivics 101 Educator Needs Assessment project, funded by New Hampshire Public Radio to learn more about the needs, practices, and goals of teachers with regard to civics-focused audio content for young people. Research findings will inform public media programming and distribution of Civics 101 podcasts for use in classrooms and at home.

Marion has co-authored numerous articles based on her research; to support the translation of research to practice and policy-making, she also regularly shares her findings at the annual conferences of such organizations as the American Educational Research Association, National Association for the Education of Young Children, and National Association for Research in Science Teaching.

Marion holds an EdD in Communication, Computing, and Technology in Education from Teachers College, Columbia University, an MA in Educational Communication and Technology from New York University, and a BA from the University of Pennsylvania. Prior to joining EDC, she worked as a research consultant and coordinator for initiatives focused on health promotion and the evaluation and redesign of educational tools and professional development.





Dominguez, X., Goldstein, M., Sharifnia, E., Rutstein, D., Lewis Presser, A., Vidiksis, R., & Zanchi, C. (Apr 2015). Supporting Preschool Scientists: Designing Innovative Curricular Tools to Support Early Science Teaching and Learning

Paper presented at the annual conference of the National Association for Research in Science Teaching, Chicago, IL.

Rutstein, D., Dominguez, X., Goldstein, M., & Lewis Presser, A. (Apr 2015). Assessing Preschool Science Using an Evidence-Centered Design Approach.

Paper presented at the American Education Research Association annual meeting in Chicago, IL.

Goldstein, M., Dominguez, X., Vidiksis, R., Lewis Presser, A., Kamdar, D., Zanchi, C., & Blackwell, C. (Apr 2015). New Content, Strategies, and Tools, Oh My!: Preschool Teachers Navigate Innovations to Promote Science Learning.

Paper presented at the annual conference of the National Association for Research in Science Teaching, Chicago, IL.

Sharifnia, E., Vidiksis, R. Orr, J., Dominguez, X., Goldstein, M., & Kamdar, D. (Mar 2015). Developing Preschool Scientists: Identifying Best Practices for Using Tablets to Support Early Science Teaching and Learning.

Paper presented at the annual conference of the Society for Information Technology and Teacher Education, Las Vegas, NV.

Dominguez, X., Goldstein, M., Vahey, P., Lewis Presser, A., & Zanchi, C. (Mar 2015). Next Generation Preschool Science: Designing Innovative Curricular Tools to Support Early Science Teaching and Learning.

Poster symposium at the annual conference of the Society for Research in Child Development, Philadelphia, PA.

Dominguez, X., Goldstein, M., Zanchi, C., Vahey, P., & Lewis Presser, A. (Aug 2014). Next Generation Preschool Science: Goals and Findings from Year 1.

Poster symposium at the National Science Foundation’s Discovery Research K-12 PI Meeting, Washington, DC.

Lewis Presser, A., Dominguez, X., Vahey, P., Zanchi, C., & Goldstein, M. (Jul 2014). Designing innovative and evidence-based preschool programs to promote early math and science learning: A collaborative partnership between researchers, media developers, and preschool educators.

Poster Symposium at the Head Start Research Conference, Washington, DC.

Goldstein, M. (Jun 2012). Possible Worlds: Testing an instructional model to promote science learning through gameplay.

Presented at the annual Games for Change conference, New York, NY.

Martin, W., Goldstein, M., & Bangura, L. (Mar 2012). Building conceptual models through handheld gameplay.

Presented at the annual conference of the Society for Information Technology & teacher Education, Austin, TX.

Ba, H., Darling, S., Goldstein, M., & de Wysocki, M. (Jun 2011). Investigating the key innovative components of 21st Century education systems.

Paper presented at the annual conference of the Society for Information Technology & Teacher Education in Philadelphia, Pennsylvania.

Goldstein, M., Pasquale, M., & Culp, K .M. (Apr 2011). Using students' naïve theories to design games for middle-grades science.

Paper presented at the annual conference of the American Educational Research Association, New Orleans, LA.

Goldstein, M. (May 2010). Developing argumentation skills via scaffolded instant messaging.

Poster presented at the annual conference of the American Educational Research Association, Denver, CO.

Goldstein, M., Crowell, A.J., & Kuhn, D. (Oct 2009). What constitutes skilled argumentation and how does it develop?

Informal Logic, 29(4); 379-395.

Goldstein, M., & Tirthali, D. (Apr 2009). A student-faculty comparison of technology use in medical and dental schools.

American Educational Research Association, San Diego, California.

Goldstein, M., & Kinzer, C.K. (Mar 2008). Extending schema theory to social aspects of learning: A study in an online environment.

American Educational Research Association, New York, New York.

Goldstein, M., & Kinzer, C.K. (Jun 2007). Does your knowledge affect my knowledge? Assessing the effects of an online social environment on reading comprehension

World Conference on Educational Multimedia, Hypermedia & Telecommunications, Vancouver, Canada.

Goldstein, M.J. & Noguera, P. (Oct 2006). Designing for diversity: How educators can incorporate cultural competence in programs for urban youth.

New Directions for Youth Development, 111; 29-40.

Kinzer, C.K., Lohnes, S., Elfving, D., & Goldstein, M. (May 2006). Weblogs, Wikis and the World Wide Web: Learning to Use Collaborative Technologies to Enhance Literacy Teaching and Learning.

International Reading Association, Chicago, Illinois.

Cousineau, T., Franko, D., Ciccazzo, M., Goldstein, M., & Rosenthal, E. (Feb 2006). Web-based nutrition education for college students: Is it feasible?

Evaluation and Program Planning, 29; 23-33.

Goldstein, M., Noguera, P., & Goldstein, N.E.S. (Aug 2005). Ethnic differences in perceptions of peer pressure and substance use.

American Psychological Association, Washington, D.C.

Chiauzzi, E., Green, T., Lord, S., Thum, C., & Goldstein, M. (Jun 2005). My Student Body: A high risk drinking prevention website for college students.

Journal of American College Health, 53(6); 263-274.

Cousineau, T., Goldstein, M., & Franko, D. (Feb 2004). A collaborative approach to nutrition education for college students.

Journal of American College Health, 53(2), 79-84.