@BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Jennifer Self", title = "Teaching K-12 Science and Engineering During a Crisis", isbn = "978-0-309-68194-0", abstract = "The COVID-19 pandemic is resulting in widespread and ongoing changes to how the K-12 education system functions, including disruptions to science teaching and learning environments. Students and teachers are all figuring out how to do schooling differently, and districts and states are working overtime to reimagine systems and processes. This is difficult and stressful work in the middle of the already stressful and sometimes traumatic backdrop of the global pandemic. In addition, students with disabilities, students of color, immigrants, English learners, and students from under-resourced communities have been disproportionately affected, both by the pandemic itself and by the resulting instructional shifts.\nTeaching K-12 Science and Engineering During a Crisis aims to describe what high quality science and engineering education can look like in a time of great uncertainty and to support practitioners as they work toward their goals. This book includes guidance for science and engineering practitioners - with an emphasis on the needs of district science supervisors, curriculum leads, and instructional coaches. Teaching K-12 Science and Engineering During a Crisis will help K-12 science and engineering teachers adapt learning experiences as needed to support students and their families dealing with ongoing changes to instructional and home environments and at the same time provide high quality in those experiences.", url = "https://nap.nationalacademies.org/catalog/25909/teaching-k-12-science-and-engineering-during-a-crisis", year = 2020, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Megan Snair", title = "Flourishing in Adolescence: A Virtual Workshop: Proceedings of a Workshop", isbn = "978-0-309-68332-6", abstract = "Adolescence is a dynamic time for both brain development and social pressures, making it a critical period to understand mental, emotional, and behavioral health, yet it is often overlooked in terms of policies and service interventions, which makes many young people feel unheard when communicating their own challenges.\nTo explore best practices in providing and supporting adolescent health services and key messaging and communication strategies related to the mental, emotional, and behavioral health of adolescents, the National Academies of Sciences, Engineering, and Medicine's Forum for Children's Well-Being held a workshop on May 5, 2020. The workshop featured a panel of youth representatives who shared their own experiences related to mental, emotional, and behavioral health. This publication summarizes the presentation and discussion of the workshop.", url = "https://nap.nationalacademies.org/catalog/25940/flourishing-in-adolescence-a-virtual-workshop-proceedings-of-a-workshop", year = 2020, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Charlotte J. Patterson and Martín-José Sepúlveda and Jordyn White", title = "Understanding the Well-Being of LGBTQI+ Populations", isbn = "978-0-309-68081-3", abstract = "The increase in prevalence and visibility of sexually gender diverse (SGD) populations illuminates the need for greater understanding of the ways in which current laws, systems, and programs affect their well-being. Individuals who identify as lesbian, gay, bisexual, asexual, transgender, non-binary, queer, or intersex, as well as those who express same-sex or -gender attractions or behaviors, will have experiences across their life course that differ from those of cisgender and heterosexual individuals. Characteristics such as age, race and ethnicity, and geographic location intersect to play a distinct role in the challenges and opportunities SGD people face.\nUnderstanding the Well-Being of LGBTQI+ Populations reviews the available evidence and identifies future research needs related to the well-being of SDG populations across the life course. This report focuses on eight domains of well-being; the effects of various laws and the legal system on SGD populations; the effects of various public policies and structural stigma; community and civic engagement; families and social relationships; education, including school climate and level of attainment; economic experiences (e.g., employment, compensation, and housing); physical and mental health; and health care access and gender-affirming interventions.\nThe recommendations of Understanding the Well-Being of LGBTQI+ Populations aim to identify opportunities to advance understanding of how individuals experience sexuality and gender and how sexual orientation, gender identity, and intersex status affect SGD people over the life course. ", url = "https://nap.nationalacademies.org/catalog/25877/understanding-the-well-being-of-lgbtqi-populations", year = 2020, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Robert Floden and Amy Stephens and Layne Scherer", title = "Changing Expectations for the K-12 Teacher Workforce: Policies, Preservice Education, Professional Development, and the Workplace", isbn = "978-0-309-49903-3", abstract = "Teachers play a critical role in the success of their students, both academically and in regard to long term outcomes such as higher education participation and economic attainment. Expectations for teachers are increasing due to changing learning standards and a rapidly diversifying student population. At the same time, there are perceptions that the teaching workforce may be shifting toward a younger and less experienced demographic. These actual and perceived changes raise important questions about the ways teacher education may need to evolve in order to ensure that educators are able to meet the needs of students and provide them with classroom experiences that will put them on the path to future success.\nChanging Expectations for the K-12 Teacher Workforce: Policies, Preservice Education, Professional Development, and the Workplace explores the impact of the changing landscape of K-12 education and the potential for expansion of effective models, programs, and practices for teacher education. This report explores factors that contribute to understanding the current teacher workforce, changing expectations for teaching and learning, trends and developments in the teacher labor market, preservice teacher education, and opportunities for learning in the\nworkplace and in-service professional development.\n", url = "https://nap.nationalacademies.org/catalog/25603/changing-expectations-for-the-k-12-teacher-workforce-policies-preservice", year = 2020, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academy of Engineering and National Academies of Sciences, Engineering, and Medicine", title = "Building Capacity for Teaching Engineering in K-12 Education", isbn = "978-0-309-49942-2", abstract = "Engineering education is emerging as an important component of US K-12 education. Across the country, students in classrooms and after- and out-of-school programs are participating in hands-on, problem-focused learning activities using the engineering design process. These experiences can be engaging; support learning in other areas, such as science and mathematics; and provide a window into the important role of engineering in society. As the landscape of K-12 engineering education continues to grow and evolve, educators, administrators, and policy makers should consider the capacity of the US education system to meet current and anticipated needs for K-12 teachers of engineering.\nBuilding Capacity for Teaching Engineering in K-12 Education reviews existing curricula and programs as well as related research to understand current and anticipated future needs for engineering-literate K-12 educators in the United States and determine how these needs might be addressed. Key topics in this report include the preparation of K-12 engineering educators, professional pathways for K-12 engineering educators, and the role of higher education in preparing engineering educators. This report proposes steps that stakeholders - including professional development providers, postsecondary preservice education programs, postsecondary engineering and engineering technology programs, formal and informal educator credentialing organizations, and the education and learning sciences research communities - might take to increase the number, skill level, and confidence of K-12 teachers of engineering in the United States.", url = "https://nap.nationalacademies.org/catalog/25612/building-capacity-for-teaching-engineering-in-k-12-education", year = 2020, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Susan C. Scrimshaw and Emily P. Backes", title = "Birth Settings in America: Outcomes, Quality, Access, and Choice", isbn = "978-0-309-66982-5", abstract = "The delivery of high quality and equitable care for both mothers and newborns is complex and requires efforts across many sectors. The United States spends more on childbirth than any other country in the world, yet outcomes are worse than other high-resource countries, and even worse for Black and Native American women. There are a variety of factors that influence childbirth, including social determinants such as income, educational levels, access to care, financing, transportation, structural racism and geographic variability in birth settings. It is important to reevaluate the United States' approach to maternal and newborn care through the lens of these factors across multiple disciplines.\nBirth Settings in America: Outcomes, Quality, Access, and Choice reviews and evaluates maternal and newborn care in the United States, the epidemiology of social and clinical risks in pregnancy and childbirth, birth settings research, and access to and choice of birth settings.", url = "https://nap.nationalacademies.org/catalog/25636/birth-settings-in-america-outcomes-quality-access-and-choice", year = 2020, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Robert Graham and Nicole F. Kahn", title = "Promoting Positive Adolescent Health Behaviors and Outcomes: Thriving in the 21st Century", isbn = "978-0-309-49677-3", abstract = "Adolescence is a critical growth period in which youth develop essential skills that prepare them for adulthood. Prevention and intervention programs are designed to meet the needs of adolescents who require additional support and promote healthy behaviors and outcomes. To ensure the success of these efforts, it is essential that they include reliably identifiable techniques, strategies, or practices that have been proven effective.\nPromoting Positive Adolescent Health Behaviors and Outcomes: Thriving in the 21st Century identifies key program factors that can improve health outcomes related to adolescent behavior and provides evidence-based recommendations toward effective implementation of federal programming initiatives. This study explores normative adolescent development, the current landscape of adolescent risk behavior, core components of effective programs focused on optimal health, and recommendations for research, programs, and policies. ", url = "https://nap.nationalacademies.org/catalog/25552/promoting-positive-adolescent-health-behaviors-and-outcomes-thriving-in-the", year = 2020, publisher = "The National Academies Press", address = "Washington, DC" }