Marion Goldstein

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

Dr. Marion Goldstein leads R&D and evaluations that advance knowledge of strategies to strengthen STEM education for all students. Many of her studies examine how technology can be strategically employed to enhance preK–12 teaching and learning. To all of her research, she brings an extensive knowledge of developmental psychology, program evaluation, quantitative and qualitative research methodologies, and instructional design. Working in partnership with publishers, curriculum designers, game developers, programmers, teachers, students, parents, and administrators, she helps create tools that work in real-world settings and accommodate a variety of instructional needs.


Dr. Goldstein is 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, she serves as project director for PLUM Rx, a mobile-accessible, digital media research-design project that will create opportunities to bring environmental science learning to hard-to-reach urban families. Dr. Goldstein also works internationally in partnership with Sesame Workshop and local research partners to develop assessments and evaluate the promise of Dream, Save, Do, a financial empowerment program for young children funded by MetLife. Additionally, she is a senior researcher on EDC’s Ready to Learn team, which has been funded by the U.S. Department of Education since 2006 to conduct research and evaluation studies to measure children’s learning from media-rich literacy, math, and science learning resources developed by the Corporation for Public Broadcasting and PBS with the goal of improving school readiness among preschoolers in high-need communities.


Recently, Dr. Goldstein served as research director for Year of the Solar System, funded by NASA, in which she directed the evaluation of digital resources designed to address the curricular needs of grades 6–12 science teachers and students, and for Possible Worlds, an IES-funded project to develop and test a series of game-based activities to support science and literacy instruction. She presented findings from this latter work in a series of papers and reports, including “Using Students’ Naive Theories to Design Games for Middle-Grades Science” and “Does Gameplay Prepare Students to Learn? Lessons From a Field Test.” She also served as a lead researcher in an EDC initiative to identify and document lessons learned from New York City’s iSchool program and Cisco’s 21st Century Initiative in the Jefferson Parish, Louisiana, Public School System.


Dr. Goldstein has co-authored numerous articles based on her research, including “What Constitutes Skilled Argumentation and How Does it Develop?” (Informal Logic), “Designing for Diversity: How Educators Can Incorporate Cultural Competence in Programs for Urban Youth” (New Directions for Youth Development), and “A Collaborative Approach to Nutrition Education for College Students” (Journal of American College Health). Additionally, to support the translation of research to practice and policy-making, she regularly shares her findings at the annual conferences of such organizations as the International Society for Technology in Education, American Educational Research Association, Society for Information Technology & Teacher Education, National Association for Research in Science Teaching, Society for Research in Child Development, and Head Start.


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






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.