%0 Book %A National Research Council %E Hakuta, Kenji %E Beatty, Alexandra %T Testing English-Language Learners in U.S. Schools: Report and Workshop Summary %@ 978-0-309-07297-7 %D 2000 %U https://nap.nationalacademies.org/catalog/9998/testing-english-language-learners-in-us-schools-report-and-workshop %> https://nap.nationalacademies.org/catalog/9998/testing-english-language-learners-in-us-schools-report-and-workshop %I The National Academies Press %C Washington, DC %G English %K Education %P 57 %X The Committee on Educational Excellence and Testing Equity was created under the auspices of the National Research Council (NRC), and specifically under the oversight of the Board on Testing and Assessment (BOTA). The committee's charge is to explore the challenges that face U.S. schools as they work to achieve the related goals of academic excellence and equity for all students. This report provides not only the summary of a workshop held by the forum on the testing of English-language learners (students learning English as an additional language) in U.S. schools, but also a report on the committee's conclusions derived from that workshop and from subsequent deliberations. %0 Book %T Letter Report to the Office for Civil Rights, Department of Education %D 2000 %U https://nap.nationalacademies.org/catalog/9880/letter-report-to-the-office-for-civil-rights-department-of-education %> https://nap.nationalacademies.org/catalog/9880/letter-report-to-the-office-for-civil-rights-department-of-education %I The National Academies Press %C Washington, DC %G English %P 7 %0 Book %A National Research Council %E DeVito, Pasquale J. %E Koenig, Judith A. %T Reporting District-Level NAEP Data: Summary of a Workshop %@ 978-0-309-06893-2 %D 2000 %U https://nap.nationalacademies.org/catalog/9768/reporting-district-level-naep-data-summary-of-a-workshop %> https://nap.nationalacademies.org/catalog/9768/reporting-district-level-naep-data-summary-of-a-workshop %I The National Academies Press %C Washington, DC %G English %K Education %P 65 %X The National Assessment of Education Progress (NAEP) has earned a reputation as one of the nation's best measures of student achievement in key subject areas. Since its inception in 1969, NAEP has summarized academic performance for the nation as a whole and, beginning in 1990, for the individual states. Increasingly, NAEP results get the attention of the press, the public, and policy makers. With this increasing prominence have come calls for reporting NAEP results below the national and state levels. Some education leaders argue that NAEP can provide important and useful information to local educators and policy makers. They want NAEP to serve as a district-level indicator of educational progress and call for NAEP results to be summarized at the school district level. Reporting District-Level NAEP Data explores with various stakeholders their interest in and perceptions regarding the likely impacts of district level reporting. %0 Book %A National Research Council %T Inquiry and the National Science Education Standards: A Guide for Teaching and Learning %@ 978-0-309-06476-7 %D 2000 %U https://nap.nationalacademies.org/catalog/9596/inquiry-and-the-national-science-education-standards-a-guide-for %> https://nap.nationalacademies.org/catalog/9596/inquiry-and-the-national-science-education-standards-a-guide-for %I The National Academies Press %C Washington, DC %G English %K Education %P 222 %X Humans, especially children, are naturally curious. Yet, people often balk at the thought of learning science—the "eyes glazed over" syndrome. Teachers may find teaching science a major challenge in an era when science ranges from the hardly imaginable quark to the distant, blazing quasar. Inquiry and the National Science Education Standards is the book that educators have been waiting for—a practical guide to teaching inquiry and teaching through inquiry, as recommended by the National Science Education Standards. This will be an important resource for educators who must help school boards, parents, and teachers understand "why we can't teach the way we used to." "Inquiry" refers to the diverse ways in which scientists study the natural world and in which students grasp science knowledge and the methods by which that knowledge is produced. This book explains and illustrates how inquiry helps students learn science content, master how to do science, and understand the nature of science. This book explores the dimensions of teaching and learning science as inquiry for K-12 students across a range of science topics. Detailed examples help clarify when teachers should use the inquiry-based approach and how much structure, guidance, and coaching they should provide. The book dispels myths that may have discouraged educators from the inquiry-based approach and illuminates the subtle interplay between concepts, processes, and science as it is experienced in the classroom. Inquiry and the National Science Education Standards shows how to bring the standards to life, with features such as classroom vignettes exploring different kinds of inquiries for elementary, middle, and high school and Frequently Asked Questions for teachers, responding to common concerns such as obtaining teaching supplies. Turning to assessment, the committee discusses why assessment is important, looks at existing schemes and formats, and addresses how to involve students in assessing their own learning achievements. In addition, this book discusses administrative assistance, communication with parents, appropriate teacher evaluation, and other avenues to promoting and supporting this new teaching paradigm. %0 Book %A National Research Council %E Stern, Paul C. %E Carstensen, Laura L. %T The Aging Mind: Opportunities in Cognitive Research %@ 978-0-309-06940-3 %D 2000 %U https://nap.nationalacademies.org/catalog/9783/the-aging-mind-opportunities-in-cognitive-research %> https://nap.nationalacademies.org/catalog/9783/the-aging-mind-opportunities-in-cognitive-research %I The National Academies Press %C Washington, DC %G English %K Behavioral and Social Sciences %K Health and Medicine %P 288 %X Possible new breakthroughs in understanding the aging mind that can be used to benefit older people are now emerging from research. This volume identifies the key scientific advances and the opportunities they bring. For example, science has learned that among older adults who do not suffer from Alzheimer's disease or other dementias, cognitive decline may depend less on loss of brain cells than on changes in the health of neurons and neural networks. Research on the processes that maintain neural health shows promise of revealing new ways to promote cognitive functioning in older people. Research is also showing how cognitive functioning depends on the conjunction of biology and culture. The ways older people adapt to changes in their nervous systems, and perhaps the changes themselves, are shaped by past life experiences, present living situations, changing motives, cultural expectations, and emerging technology, as well as by their physical health status and sensory-motor capabilities. Improved understanding of how physical and contextual factors interact can help explain why some cognitive functions are impaired in aging while others are spared and why cognitive capability is impaired in some older adults and spared in others. On the basis of these exciting findings, the report makes specific recommends that the U.S. government support three major new initiatives as the next steps for research. %0 Book %A National Research Council %E Stern, Paul C. %E Druckman, Daniel %T International Conflict Resolution After the Cold War %@ 978-0-309-07027-0 %D 2000 %U https://nap.nationalacademies.org/catalog/9897/international-conflict-resolution-after-the-cold-war %> https://nap.nationalacademies.org/catalog/9897/international-conflict-resolution-after-the-cold-war %I The National Academies Press %C Washington, DC %G English %K Conflict and Security Issues %K Behavioral and Social Sciences %P 640 %X The end of the Cold War has changed the shape of organized violence in the world and the ways in which governments and others try to set its limits. Even the concept of international conflict is broadening to include ethnic conflicts and other kinds of violence within national borders that may affect international peace and security. What is not yet clear is whether or how these changes alter the way actors on the world scene should deal with conflict: Do the old methods still work? Are there new tools that could work better? How do old and new methods relate to each other? International Conflict Resolution After the Cold War critically examines evidence on the effectiveness of a dozen approaches to managing or resolving conflict in the world to develop insights for conflict resolution practitioners. It considers recent applications of familiar conflict management strategies, such as the use of threats of force, economic sanctions, and negotiation. It presents the first systematic assessments of the usefulness of some less familiar approaches to conflict resolution, including truth commissions, "engineered" electoral systems, autonomy arrangements, and regional organizations. It also opens up analysis of emerging issues, such as the dilemmas facing humanitarian organizations in complex emergencies. This book offers numerous practical insights and raises key questions for research on conflict resolution in a transforming world system. %0 Book %A National Research Council %T How People Learn: Brain, Mind, Experience, and School: Expanded Edition %@ 978-0-309-07036-2 %D 2000 %U https://nap.nationalacademies.org/catalog/9853/how-people-learn-brain-mind-experience-and-school-expanded-edition %> https://nap.nationalacademies.org/catalog/9853/how-people-learn-brain-mind-experience-and-school-expanded-edition %I The National Academies Press %C Washington, DC %G English %K Education %P 384 %X First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods—to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education. %0 Book %A Institute of Medicine %A National Research Council %E Shonkoff, Jack P. %E Phillips, Deborah A. %T From Neurons to Neighborhoods: The Science of Early Childhood Development %@ 978-0-309-48320-9 %D 2000 %U https://nap.nationalacademies.org/catalog/9824/from-neurons-to-neighborhoods-the-science-of-early-childhood-development %> https://nap.nationalacademies.org/catalog/9824/from-neurons-to-neighborhoods-the-science-of-early-childhood-development %I The National Academies Press %C Washington, DC %G English %K Behavioral and Social Sciences %K Education %P 608 %X How we raise young children is one of today's most highly personalized and sharply politicized issues, in part because each of us can claim some level of "expertise." The debate has intensified as discoveries about our development—in the womb and in the first months and years—have reached the popular media. How can we use our burgeoning knowledge to assure the well-being of all young children, for their own sake as well as for the sake of our nation? Drawing from new findings, this book presents important conclusions about nature-versus-nurture, the impact of being born into a working family, the effect of politics on programs for children, the costs and benefits of intervention, and other issues. The committee issues a series of challenges to decision makers regarding the quality of child care, issues of racial and ethnic diversity, the integration of children's cognitive and emotional development, and more. Authoritative yet accessible, From Neurons to Neighborhoods presents the evidence about "brain wiring" and how kids learn to speak, think, and regulate their behavior. It examines the effect of the climate—family, child care, community—within which the child grows.