@BOOK{NAP title = "Resources for Teaching Elementary School Science", isbn = "978-0-309-05293-1", abstract = "What activities might a teacher use to help children explore the life cycle of butterflies? What does a science teacher need to conduct a \"leaf safari\" for students? Where can children safely enjoy hands-on experience with life in an estuary? Selecting resources to teach elementary school science can be confusing and difficult, but few decisions have greater impact on the effectiveness of science teaching.\nEducators will find a wealth of information and expert guidance to meet this need in Resources for Teaching Elementary School Science. A completely revised edition of the best-selling resource guide Science for Children: Resources for Teachers, this new book is an annotated guide to hands-on, inquiry-centered curriculum materials and sources of help in teaching science from kindergarten through sixth grade. (Companion volumes for middle and high school are planned.)\nThe guide annotates about 350 curriculum packages, describing the activities involved and what students learn. Each annotation lists recommended grade levels, accompanying materials and kits or suggested equipment, and ordering information.\nThese 400 entries were reviewed by both educators and scientists to ensure that they are accurate and current and offer students the opportunity to:\n\n Ask questions and find their own answers.\n Experiment productively.\n Develop patience, persistence, and confidence in their own ability to solve real problems.\n\nThe entries in the curriculum section are grouped by scientific area\u2014Life Science, Earth Science, Physical Science, and Multidisciplinary and Applied Science\u2014and by type\u2014core materials, supplementary materials, and science activity books. Additionally, a section of references for teachers provides annotated listings of books about science and teaching, directories and guides to science trade books, and magazines that will help teachers enhance their students' science education.\nResources for Teaching Elementary School Science also lists by region and state about 600 science centers, museums, and zoos where teachers can take students for interactive science experiences. Annotations highlight almost 300 facilities that make significant efforts to help teachers.\nAnother section describes more than 100 organizations from which teachers can obtain more resources. And a section on publishers and suppliers give names and addresses of sources for materials.\nThe guide will be invaluable to teachers, principals, administrators, teacher trainers, science curriculum specialists, and advocates of hands-on science teaching, and it will be of interest to parent-teacher organizations and parents.", url = "https://nap.nationalacademies.org/catalog/4966/resources-for-teaching-elementary-school-science", year = 1996, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academy of Sciences", title = "A Technical Analysis of the Common Carrier/User Interconnections Area", abstract = "A Technical Analysis of the Common Carrier\/User Interconnections Area assesses the technical factors affecting the common carrier\/user interconnection area of public communications. This book develops technical and background information that might be useful to common carriers, users, and equipment manufacturers in reaching and implementing solutions to immediate problems. This includes a technical evaluation of various contending points fo view regarding the common carrier\/user interaction area, the various problems to which these views relate, and the various technical and policy alternatives for responding to these problems in the near future.\nA Technical Analysis of the Common Carrier\/User Interconnections Area addresses questions of the propriety of the telephone company-provided network control signaling requirements and various alternatives to the provision thereof by the telephone company; the necessity and characteristics of telephone company-provided connecting arrangements and various alternatives to the provision thereof by the telephone company; and basic standards and specifications for interconnection and the appropriate method to administer them.", url = "https://nap.nationalacademies.org/catalog/13320/a-technical-analysis-of-the-common-carrieruser-interconnections-area", year = 1970, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academy of Sciences", title = "Biographical Memoirs: Volume 69", isbn = "978-0-309-05346-4", abstract = "Biographic Memoirs: Volume 69 contains the biographies of deceased members of the National Academy of Sciences and bibliographies of their published works. Each biographical essay was written by a member of the Academy familiar with the professional career of the deceased. For historical and bibliographical purposes, these volumes are worth returning to time and again.", url = "https://nap.nationalacademies.org/catalog/5193/biographical-memoirs-volume-69", year = 1996, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academy of Sciences", title = "The National Academy of Sciences: The First Hundred Years, 1863-1963", abstract = "Among the oldest and most enduring of American institutions are those that have been devoted to the encouragement of the arts and the sciences. During the nineteenth century, a great many scientific societies came and went, and a few in individual disciplines achieved permanence. But the century also witnessed the founding of three major organizations with broadly interdisciplinary interests: the Smithsonian Institution in 1846; the Association of American Geologists and Naturalists, which in 1848 became the American Association for the Promotion (later, Advancement) of Science; and the National Academy of Sciences in 1863.\nThe founding of the National Academy of Sciences represented a momentous event in the history of science in the United States. Its establishment in the midst of a great civil war was fortuitous, perhaps, and its early existence precarious; and in this it mirrored the state of science at that time. The antecedents of the new organization in American science were the national academies in Great Britain and on the Continent, whose membership included the principal men of science of the realm. The chartering of academies under the auspices of a sovereign lent the prestige and elements of support and permanence the scientists sought, and in return they made their scientific talents and counsel available to the state.\nThe National Academy of Sciences: The First Hundred Years, 1863-1963 describes the National Academies from inception through the beginning of the space age. The book describes the Academies' work through different periods in history, including the Postbellum years, World War I, the Great Depression, and World War II.", url = "https://nap.nationalacademies.org/catalog/579/the-national-academy-of-sciences-the-first-hundred-years-1863", year = 1978, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academy of Sciences", editor = "Steve Olson", title = "Evolution in Hawaii: A Supplement to 'Teaching About Evolution and the Nature of Science'", isbn = "978-0-309-08991-3", abstract = "As both individuals and societies, we are making decisions today that will have profound consequences for future generations. From preserving Earth's plants and animals to altering our use of fossil fuels, none of these decisions can be made wisely without a thorough understanding of life's history on our planet through biological evolution.\nCompanion to the best selling title Teaching About Evolution and the Nature of Science, Evolution in Hawaii examines evolution and the nature of science by looking at a specific part of the world. Tracing the evolutionary pathways in Hawaii, we are able to draw powerful conclusions about evolution's occurrence, mechanisms, and courses. This practical book has been specifically designed to give teachers and their students an opportunity to gain a deeper understanding of evolution using exercises with real genetic data to explore and investigate speciation and the probable order in which speciation occurred based on the ages of the Hawaiian Islands. By focusing on one set of islands, this book illuminates the general principles of evolutionary biology and demonstrate how ongoing research will continue to expand our knowledge of the natural world.", url = "https://nap.nationalacademies.org/catalog/10865/evolution-in-hawaii-a-supplement-to-teaching-about-evolution-and", year = 2004, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine and National Academy of Engineering", title = "Resources for Teaching Middle School Science", isbn = "978-0-309-05781-3", abstract = "With age-appropriate, inquiry-centered curriculum materials and sound teaching practices, middle school science can capture the interest and energy of adolescent students and expand their understanding of the world around them.\nResources for Teaching Middle School Science, developed by the National Science Resources Center (NSRC), is a valuable tool for identifying and selecting effective science curriculum materials that will engage students in grades 6 through 8. The volume describes more than 400 curriculum titles that are aligned with the National Science Education Standards.\nThis completely new guide follows on the success of Resources for Teaching Elementary School Science, the first in the NSRC series of annotated guides to hands-on, inquiry-centered curriculum materials and other resources for science teachers.\nThe curriculum materials in the new guide are grouped in five chapters by scientific area\u2014Physical Science, Life Science, Environmental Science, Earth and Space Science, and Multidisciplinary and Applied Science. They are also grouped by type\u2014core materials, supplementary units, and science activity books.\nEach annotation of curriculum material includes a recommended grade level, a description of the activities involved and of what students can be expected to learn, a list of accompanying materials, a reading level, and ordering information.\nThe curriculum materials included in this book were selected by panels of teachers and scientists using evaluation criteria developed for the guide. The criteria reflect and incorporate goals and principles of the National Science Education Standards. The annotations designate the specific content standards on which these curriculum pieces focus.\nIn addition to the curriculum chapters, the guide contains six chapters of diverse resources that are directly relevant to middle school science. Among these is a chapter on educational software and multimedia programs, chapters on books about science and teaching, directories and guides to science trade books, and periodicals for teachers and students.\nAnother section features institutional resources. One chapter lists about 600 science centers, museums, and zoos where teachers can take middle school students for interactive science experiences. Another chapter describes nearly 140 professional associations and U.S. government agencies that offer resources and assistance.\nAuthoritative, extensive, and thoroughly indexed\u2014and the only guide of its kind\u2014Resources for Teaching Middle School Science will be the most used book on the shelf for science teachers, school administrators, teacher trainers, science curriculum specialists, advocates of hands-on science teaching, and concerned parents.", url = "https://nap.nationalacademies.org/catalog/5774/resources-for-teaching-middle-school-science", year = 1998, publisher = "The National Academies Press", address = "Washington, DC" }