%0 Book %A National Research Council %T Allocating Federal Funds for State Programs for English Language Learners %@ 978-0-309-18658-2 %D 2011 %U https://nap.nationalacademies.org/catalog/13090/allocating-federal-funds-for-state-programs-for-english-language-learners %> https://nap.nationalacademies.org/catalog/13090/allocating-federal-funds-for-state-programs-for-english-language-learners %I The National Academies Press %C Washington, DC %G English %K Education %K Behavioral and Social Sciences %K Surveys and Statistics %P 240 %X As the United States continues to be a nation of immigrants and their children, the nation's school systems face increased enrollments of students whose primary language is not English. With the 2001 reauthorization of the Elementary and Secondary Education Act (ESEA) in the No Child Left Behind Act (NCLB), the allocation of federal funds for programs to assist these students to be proficient in English became formula-based: 80 percent on the basis of the population of children with limited English proficiency1 and 20 percent on the basis of the population of recently immigrated children and youth. Title III of NCLB directs the U.S. Department of Education to allocate funds on the basis of the more accurate of two allowable data sources: the number of students reported to the federal government by each state education agency or data from the American Community Survey (ACS). The department determined that the ACS estimates are more accurate, and since 2005, those data have been basis for the federal distribution of Title III funds. Subsequently, analyses of the two data sources have raised concerns about that decision, especially because the two allowable data sources would allocate quite different amounts to the states. In addition, while shortcomings were noted in the data provided by the states, the ACS estimates were shown to fluctuate between years, causing concern among the states about the unpredictability and unevenness of program funding. In this context, the U.S. Department of Education commissioned the National Research Council to address the accuracy of the estimates from the two data sources and the factors that influence the estimates. The resulting book also considers means of increasing the accuracy of the data sources or alternative data sources that could be used for allocation purposes. %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Davis, Elizabeth A. %E Stephens, Amy %T Science and Engineering in Preschool Through Elementary Grades: The Brilliance of Children and the Strengths of Educators %@ 978-0-309-68417-0 %D 2022 %U https://nap.nationalacademies.org/catalog/26215/science-and-engineering-in-preschool-through-elementary-grades-the-brilliance %> https://nap.nationalacademies.org/catalog/26215/science-and-engineering-in-preschool-through-elementary-grades-the-brilliance %I The National Academies Press %C Washington, DC %G English %K Education %P 285 %X Starting in early childhood, children are capable of learning sophisticated science and engineering concepts and engage in disciplinary practices. They are deeply curious about the world around them and eager to investigate the many questions they have about their environment. Educators can develop learning environments that support the development and demonstration of proficiencies in science and engineering, including making connections across the contexts of learning, which can help children see their ideas, interests, and practices as meaningful not just for school, but also in their lives. Unfortunately, in many preschool and elementary schools science gets relatively little attention compared to English language arts and mathematics. In addition, many early childhood and elementary teachers do not have extensive grounding in science and engineering content. Science and Engineering in Preschool through Elementary Grades provides evidence-based guidance on effective approaches to preschool through elementary science and engineering instruction that supports the success of all students. This report evaluates the state of the evidence on learning experiences prior to school; promising instructional approaches and what is needed for implementation to include teacher professional development, curriculum, and instructional materials; and the policies and practices at all levels that constrain or facilitate efforts to enhance preschool through elementary science and engineering. Building a solid foundation in science and engineering in the elementary grades sets the stage for later success, both by sustaining and enhancing students' natural enthusiasm for science and engineering and by establishing the knowledge and skills they need to approach the more challenging topics introduced in later grades. Through evidence-based guidance on effective approaches to preschool through elementary science and engineering instruction, this report will help teachers to support the success of all students. %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Scott, Christopher A. %E White, Jordyn %E Kreidler, Heather %T Avances de las alianzas binacionales para la sostenibilidad entre Estados Unidos y México %@ 978-0-309-27609-2 %D 2021 %U https://nap.nationalacademies.org/catalog/26419/avances-de-las-alianzas-binacionales-para-la-sostenibilidad-entre-estados-unidos-y-mxico %> https://nap.nationalacademies.org/catalog/26419/avances-de-las-alianzas-binacionales-para-la-sostenibilidad-entre-estados-unidos-y-mxico %I The National Academies Press %C Washington, DC %G English %K Environment and Environmental Studies %P 158 %0 Book %A National Research Council %E Koenig, Judith Anderson %E Bachman, Lyle F. %T Keeping Score for All: The Effects of Inclusion and Accommodation Policies on Large-Scale Educational Assessments %@ 978-0-309-09253-1 %D 2004 %U https://nap.nationalacademies.org/catalog/11029/keeping-score-for-all-the-effects-of-inclusion-and-accommodation %> https://nap.nationalacademies.org/catalog/11029/keeping-score-for-all-the-effects-of-inclusion-and-accommodation %I The National Academies Press %C Washington, DC %G English %K Education %P 150 %X U.S. public schools are responsible for educating large numbers of English language learners and students with disabilities. This book considers policies for including students with disabilities and English language learners in assessment programs. It also examines the research findings on testing accommodations and their effect on test performance. Keeping Score for All discusses the comparability of states’ policies with each other and with the National Assessment of Educational Progress (NAEP) policies and explores the impact of these differences on the interpretations of NAEP results. The book presents a critical review of the research literature and makes suggestions for future research to evaluate the validity of test scores obtained under accommodated conditions. The book concludes by proposing a new framework for conceptualizing accommodations. This framework would be useful both for policymakers, test designers, and practitioners in determining appropriate accommodations for specific assessments and for researchers in planning validity studies. %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Takanishi, Ruby %E Le Menestrel, Suzanne %T Promoting the Educational Success of Children and Youth Learning English: Promising Futures %@ 978-0-309-45537-4 %D 2017 %U https://nap.nationalacademies.org/catalog/24677/promoting-the-educational-success-of-children-and-youth-learning-english %> https://nap.nationalacademies.org/catalog/24677/promoting-the-educational-success-of-children-and-youth-learning-english %I The National Academies Press %C Washington, DC %G English %K Education %K Behavioral and Social Sciences %P 528 %X Educating dual language learners (DLLs) and English learners (ELs) effectively is a national challenge with consequences both for individuals and for American society. Despite their linguistic, cognitive, and social potential, many ELs—who account for more than 9 percent of enrollment in grades K-12 in U.S. schools—are struggling to meet the requirements for academic success, and their prospects for success in postsecondary education and in the workforce are jeopardized as a result. Promoting the Educational Success of Children and Youth Learning English: Promising Futures examines how evidence based on research relevant to the development of DLLs/ELs from birth to age 21 can inform education and health policies and related practices that can result in better educational outcomes. This report makes recommendations for policy, practice, and research and data collection focused on addressing the challenges in caring for and educating DLLs/ELs from birth to grade 12. %0 Book %A National Research Council %T Improving Adult Literacy Instruction: Developing Reading and Writing %D 2012 %U https://nap.nationalacademies.org/catalog/13468/improving-adult-literacy-instruction-developing-reading-and-writing %> https://nap.nationalacademies.org/catalog/13468/improving-adult-literacy-instruction-developing-reading-and-writing %I The National Academies Press %C Washington, DC %G English %K Education %P 28 %X More than an estimated 90 million adults in the United States lack the literacy skills needed for fully productive and secure lives. The effects of this shortfall are many: Adults with low literacy have lower rates of participation in the labor force and lower earnings when they do have jobs, for example. They are less able to understand and use health information. And they are less likely to read to their children, which may slow their children's own literacy development. At the request of the U.S. Department of Education, the National Research Council convened a committee of experts from many disciplines to synthesize research on literacy and learning in order to improve instruction for those served in adult education in the U.S. The committee's report, Improving Adult Literacy Instruction: Options for Practice and Research, recommends a program of research and innovation to gain a better understanding of adult literacy learners, improve instruction, and create the supports adults need for learning and achievement. Improving Adult Literacy Instruction: Developing Reading and Writing, which is based on the report, presents an overview of what is known about how literacy develops the component skills of reading and writing, and the practices that are effective for developing them. It also describes principles of reading and writing instruction that can guide those who design and administer programs or courses to improve adult literacy skills. Although this is not intended as a "how to" manual for instructors, teachers may also find the information presented here to be helpful as they plan and deliver instruction. %0 Book %A National Research Council %E Lesgold, Alan M. %E Welch-Ross, Melissa %T Improving Adult Literacy Instruction: Options for Practice and Research %@ 978-0-309-21959-4 %D 2012 %U https://nap.nationalacademies.org/catalog/13242/improving-adult-literacy-instruction-options-for-practice-and-research %> https://nap.nationalacademies.org/catalog/13242/improving-adult-literacy-instruction-options-for-practice-and-research %I The National Academies Press %C Washington, DC %G English %K Education %P 504 %X A high level of literacy in both print and digital media is required for negotiating most aspects of 21st-century life, including supporting a family, education, health, civic participation, and competitiveness in the global economy. Yet, more than 90 million U.S. adults lack adequate literacy. Furthermore, only 38 percent of U.S. 12th graders are at or above proficient in reading. Improving Adult Literacy Instruction synthesizes the research on literacy and learning to improve literacy instruction in the United States and to recommend a more systemic approach to research, practice, and policy. The book focuses on individuals ages 16 and older who are not in K-12 education. It identifies factors that affect literacy development in adolescence and adulthood in general, and examines their implications for strengthening literacy instruction for this population. It also discusses technologies for learning that can assist with multiple aspects of teaching, assessment,and accommodations for learning. There is inadequate knowledge about effective instructional practices and a need for better assessment and ongoing monitoring of adult students' proficiencies, weaknesses, instructional environments, and progress, which might guide instructional planning. Improving Adult Literacy Instruction recommends a program of research and innovation to validate, identify the boundaries of, and extend current knowledge to improve instruction for adults and adolescents outside school. The book is a valuable resource for curriculum developers, federal agencies such as the Department of Education, administrators, educators, and funding agencies. %0 Book %T Cooperation in the Energy Futures of China and the United States--Chinese Version %D 2000 %U https://nap.nationalacademies.org/catalog/9962/cooperation-in-the-energy-futures-of-china-and-the-united-states-chinese-version %> https://nap.nationalacademies.org/catalog/9962/cooperation-in-the-energy-futures-of-china-and-the-united-states-chinese-version %I The National Academies Press %C Washington, DC %G English %K Energy and Energy Conservation %P 116 %0 Book %A National Research Council %E Pellegrino, James W. %E Hilton, Margaret L. %T Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century %@ 978-0-309-25649-0 %D 2012 %U https://nap.nationalacademies.org/catalog/13398/education-for-life-and-work-developing-transferable-knowledge-and-skills %> https://nap.nationalacademies.org/catalog/13398/education-for-life-and-work-developing-transferable-knowledge-and-skills %I The National Academies Press %C Washington, DC %G English %K Education %P 256 %X Americans have long recognized that investments in public education contribute to the common good, enhancing national prosperity and supporting stable families, neighborhoods, and communities. Education is even more critical today, in the face of economic, environmental, and social challenges. Today's children can meet future challenges if their schooling and informal learning activities prepare them for adult roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects. At the same time, business and political leaders are increasingly asking schools to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management - often referred to as "21st century skills." Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century describes this important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments. This report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century summarizes the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education. In this report, features related to learning these skills are identified, which include teacher professional development, curriculum, assessment, after-school and out-of-school programs, and informal learning centers such as exhibits and museums. %0 Book %A National Research Council %E Mitchell, Karen J. %E Robinson, David Z. %E Plake, Barbara S. %E Knowles, Kaeli T. %T Testing Teacher Candidates: The Role of Licensure Tests in Improving Teacher Quality %@ 978-0-309-07420-9 %D 2001 %U https://nap.nationalacademies.org/catalog/10090/testing-teacher-candidates-the-role-of-licensure-tests-in-improving %> https://nap.nationalacademies.org/catalog/10090/testing-teacher-candidates-the-role-of-licensure-tests-in-improving %I The National Academies Press %C Washington, DC %G English %K Education %P 472 %X Americans have adopted a reform agenda for their schools that calls for excellence in teaching and learning. School officials across the nation are hard at work targeting instruction at high levels for all students. Gaps remain, however, between the nation's educational aspirations and student achievement. To address these gaps, policy makers have recently focused on the qualifications of teachers and the preparation of teacher candidates. This book examines the appropriateness and technical quality of teacher licensure tests currently in use, evaluates the merits of using licensure test results to hold states and institutions of higher education accountable for the quality of teacher preparation and licensure, and suggests alternatives for developing and assessing beginning teacher competence. Teaching is a complex activity. Definitions of quality teaching have changed and will continue to change over time as society's values change. This book provides policy makers, teacher testers, and teacher educators with advice on how to use current tests to assess teacher candidates and evaluate teacher preparation, ensuring that America's youth are being taught by the most qualified candidates. %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Francis, David %E Stephens, Amy %T English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives %@ 978-0-309-47908-0 %D 2018 %U https://nap.nationalacademies.org/catalog/25182/english-learners-in-stem-subjects-transforming-classrooms-schools-and-lives %> https://nap.nationalacademies.org/catalog/25182/english-learners-in-stem-subjects-transforming-classrooms-schools-and-lives %I The National Academies Press %C Washington, DC %G English %K Education %P 342 %X The imperative that all students, including English learners (ELs), achieve high academic standards and have opportunities to participate in science, technology, engineering, and mathematics (STEM) learning has become even more urgent and complex given shifts in science and mathematics standards. As a group, these students are underrepresented in STEM fields in college and in the workforce at a time when the demand for workers and professionals in STEM fields is unmet and increasing. However, English learners bring a wealth of resources to STEM learning, including knowledge and interest in STEM-related content that is born out of their experiences in their homes and communities, home languages, variation in discourse practices, and, in some cases, experiences with schooling in other countries. English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives examines the research on ELs' learning, teaching, and assessment in STEM subjects and provides guidance on how to improve learning outcomes in STEM for these students. This report considers the complex social and academic use of language delineated in the new mathematics and science standards, the diversity of the population of ELs, and the integration of English as a second language instruction with core instructional programs in STEM. %0 Book %A National Academies of Sciences, Engineering, and Medicine %T A Decision Framework for Interventions to Increase the Persistence and Resilience of Coral Reefs %@ 978-0-309-49184-6 %D 2019 %U https://nap.nationalacademies.org/catalog/25424/a-decision-framework-for-interventions-to-increase-the-persistence-and-resilience-of-coral-reefs %> https://nap.nationalacademies.org/catalog/25424/a-decision-framework-for-interventions-to-increase-the-persistence-and-resilience-of-coral-reefs %I The National Academies Press %C Washington, DC %G English %K Earth Sciences %P 212 %X Coral reefs are critical to ocean and human life because they provide food, living area, storm protection, tourism income, and more. However, human-induced stressors, such as overfishing, sediment, pollution, and habitat destruction have threatened ocean ecosystems globally for decades. In the face of climate change, these ecosystems now face an array of unfamiliar challenges due to destructive rises in ocean temperature, acidity and sea level. These factors lead to an increased frequency of bleaching events, hindered growth, and a decreasing rate of calcification. Research on interventions to combat these relatively new stressors and a reevaluation of longstanding interventions is necessary to understand and protect coral reefs in this changing climate. Previous research on these methods prompts further questions regarding the decision making process for site-specific interventions. A Decision Framework for Interventions to Increase the Persistence and Resilience of Coral Reefs builds upon a previous report that reviews the state of research on methods that have been used, tested, or proposed to increase the resilience of coral reefs. This new report aims to help coral managers evaluate the specific needs of their site and navigate the 23 different interventions described in the previous report. A case study of the Caribbean, a region with low coral population plagued by disease, serves as an example for coral intervention decision making. This report provides complex coral management decision making tools, identifies gaps in coral biology and conservation research, and provides examples to help individuals and communities tailor a decision strategy to a local area. %0 Book %A National Academies of Sciences, Engineering, and Medicine %T A Research Review of Interventions to Increase the Persistence and Resilience of Coral Reefs %@ 978-0-309-48535-7 %D 2019 %U https://nap.nationalacademies.org/catalog/25279/a-research-review-of-interventions-to-increase-the-persistence-and-resilience-of-coral-reefs %> https://nap.nationalacademies.org/catalog/25279/a-research-review-of-interventions-to-increase-the-persistence-and-resilience-of-coral-reefs %I The National Academies Press %C Washington, DC %G English %K Earth Sciences %P 258 %X Coral reef declines have been recorded for all major tropical ocean basins since the 1980s, averaging approximately 30-50% reductions in reef cover globally. These losses are a result of numerous problems, including habitat destruction, pollution, overfishing, disease, and climate change. Greenhouse gas emissions and the associated increases in ocean temperature and carbon dioxide (CO2) concentrations have been implicated in increased reports of coral bleaching, disease outbreaks, and ocean acidification (OA). For the hundreds of millions of people who depend on reefs for food or livelihoods, the thousands of communities that depend on reefs for wave protection, the people whose cultural practices are tied to reef resources, and the many economies that depend on reefs for fisheries or tourism, the health and maintenance of this major global ecosystem is crucial. A growing body of research on coral physiology, ecology, molecular biology, and responses to stress has revealed potential tools to increase coral resilience. Some of this knowledge is poised to provide practical interventions in the short-term, whereas other discoveries are poised to facilitate research that may later open the doors to additional interventions. A Research Review of Interventions to Increase the Persistence and Resilience of Coral Reefs reviews the state of science on genetic, ecological, and environmental interventions meant to enhance the persistence and resilience of coral reefs. The complex nature of corals and their associated microbiome lends itself to a wide range of possible approaches. This first report provides a summary of currently available information on the range of interventions present in the scientific literature and provides a basis for the forthcoming final report. %0 Book %A National Research Council %E Porter, Andrew C. %E Gamoran, Adam %T Methodological Advances in Cross-National Surveys of Educational Achievement %@ 978-0-309-08333-1 %D 2002 %U https://nap.nationalacademies.org/catalog/10322/methodological-advances-in-cross-national-surveys-of-educational-achievement %> https://nap.nationalacademies.org/catalog/10322/methodological-advances-in-cross-national-surveys-of-educational-achievement %I The National Academies Press %C Washington, DC %G English %K Education %P 384 %X In November 2000, the Board on International Comparative Studies in Education (BICSE) held a symposium to draw on the wealth of experience gathered over a four--decade period, to evaluate improvement in the quality of the methodologies used in international studies, and to identify the most pressing methodological issues that remain to be solved. Since 1960, the United States has participated in 15 large--scale cross--national education surveys. The most assessed subjects have been science and mathematics through reading comprehension, geography, nonverbal reasoning, literature, French, English as a foreign language, civic education, history, computers in education, primary education, and second--language acquisition. The papers prepared for this symposium and discussions of those papers make up the volume, representing the most up--to--date and comprehensive assessment of methodological strengths and weaknesses of international comparative studies of student achievement. These papers answer the following questions: (1) What is the methodological quality of the most recent international surveys of student achievement? How authoritative are the results? (2) Has the methodological quality of international achievement studies improved over the past 40 years? and (3) What are promising opportunities for future improvement? %0 Book %E August, Diane %E Hakuta, Kenji %T Improving Schooling for Language-Minority Children: A Research Agenda %@ 978-0-309-05497-3 %D 1997 %U https://nap.nationalacademies.org/catalog/5286/improving-schooling-for-language-minority-children-a-research-agenda %> https://nap.nationalacademies.org/catalog/5286/improving-schooling-for-language-minority-children-a-research-agenda %I The National Academies Press %C Washington, DC %G English %K Education %P 499 %X How do we effectively teach children from homes in which a language other than English is spoken? In Improving Schooling for Language-Minority Children, a committee of experts focuses on this central question, striving toward the construction of a strong and credible knowledge base to inform the activities of those who educate children as well as those who fund and conduct research. The book reviews a broad range of studies—from basic ones on language, literacy, and learning to others in educational settings. The committee proposes a research agenda that responds to issues of policy and practice yet maintains scientific integrity. This comprehensive volume provides perspective on the history of bilingual education in the United States; summarizes relevant research on development of a second language, literacy, and content knowledge; reviews past evaluation studies; explores what we know about effective schools and classrooms for these children; examines research on the education of teachers of culturally and linguistically diverse students; critically reviews the system for the collection of education statistics as it relates to this student population; and recommends changes in the infrastructure that supports research on these students. %0 Book %A National Research Council %E Heubert, Jay P. %E Hauser, Robert M. %T High Stakes: Testing for Tracking, Promotion, and Graduation %@ 978-0-309-06280-0 %D 1999 %U https://nap.nationalacademies.org/catalog/6336/high-stakes-testing-for-tracking-promotion-and-graduation %> https://nap.nationalacademies.org/catalog/6336/high-stakes-testing-for-tracking-promotion-and-graduation %I The National Academies Press %C Washington, DC %G English %K Education %P 352 %X Everyone is in favor of "high education standards" and "fair testing" of student achievement, but there is little agreement as to what these terms actually mean. High Stakes looks at how testing affects critical decisions for American students. As more and more tests are introduced into the country's schools, it becomes increasingly important to know how those tests are used—and misused—in assessing children's performance and achievements. High Stakes focuses on how testing is used in schools to make decisions about tracking and placement, promotion and retention, and awarding or withholding high school diplomas. This book sorts out the controversies that emerge when a test score can open or close gates on a student's educational pathway. The expert panel: Proposes how to judge the appropriateness of a test. Explores how to make tests reliable, valid, and fair. Puts forward strategies and practices to promote proper test use. Recommends how decisionmakers in education should—and should not—use test results. The book discusses common misuses of testing, their political and social context, what happens when test issues are taken to court, special student populations, social promotion, and more. High Stakes will be of interest to anyone concerned about the long-term implications for individual students of picking up that Number 2 pencil: policymakers, education administrators, test designers, teachers, and parents. %0 Book %A National Research Council %E Pellegrino, James W. %E Jones, Lee R. %E Mitchell, Karen J. %T Grading the Nation's Report Card: Evaluating NAEP and Transforming the Assessment of Educational Progress %@ 978-0-309-06285-5 %D 1999 %U https://nap.nationalacademies.org/catalog/6296/grading-the-nations-report-card-evaluating-naep-and-transforming-the %> https://nap.nationalacademies.org/catalog/6296/grading-the-nations-report-card-evaluating-naep-and-transforming-the %I The National Academies Press %C Washington, DC %G English %K Education %P 296 %X Since the late 1960s, the National Assessment of Educational Progress (NAEP)—the nation's report card—has been the only continuing measure of student achievement in key subject areas. Increasingly, educators and policymakers have expected NAEP to serve as a lever for education reform and many other purposes beyond its original role. Grading the Nation's Report Card examines ways NAEP can be strengthened to provide more informative portrayals of student achievement and the school and system factors that influence it. The committee offers specific recommendations and strategies for improving NAEP's effectiveness and utility, including: Linking achievement data to other education indicators. Streamlining data collection and other aspects of its design. Including students with disabilities and English-language learners. Revamping the process by which achievement levels are set. The book explores how to improve NAEP framework documents—which identify knowledge and skills to be assessed—with a clearer eye toward the inferences that will be drawn from the results. What should the nation expect from NAEP? What should NAEP do to meet these expectations? This book provides a blueprint for a new paradigm, important to education policymakers, professors, and students, as well as school administrators and teachers, and education advocates. %0 Book %E Jones, Lyle V. %E Lindzey, Gardner %E Coggeshall, Porter E. %T An Assessment of Research-Doctorate Programs in the United States: Humanities %@ 978-0-309-03333-6 %D 1982 %U https://nap.nationalacademies.org/catalog/9778/an-assessment-of-research-doctorate-programs-in-the-united-states %> https://nap.nationalacademies.org/catalog/9778/an-assessment-of-research-doctorate-programs-in-the-united-states %I The National Academies Press %C Washington, DC %G English %K Education %P 258 %0 Book %A National Academy of Sciences %E Thurston, Anne F. %E Turner-Gottschang, Karen %E Reed, Linda A. %T China Bound, Revised: A Guide to Academic Life and Work in the PRC %@ 978-0-309-04932-0 %D 1994 %U https://nap.nationalacademies.org/catalog/2111/china-bound-revised-a-guide-to-academic-life-and-work %> https://nap.nationalacademies.org/catalog/2111/china-bound-revised-a-guide-to-academic-life-and-work %I The National Academies Press %C Washington, DC %G English %K Education %P 272 %X Being prepared in China, says one researcher, can mean "the difference between a headache and a productive day." Acclaimed by readers, this friendly and practical volume—now updated with important new information—offers all the details academic visitors need to make long-term stays in China productive, comfortable, and fun. Academic opportunities have been revived in the years since the Tiananmen Square event, and the book opens with an overview of what we have learned from our academic exchanges with China, the opportunities now available, and resources for more information. To help visitors prepare for daily life, the book covers everything from how to obtain the correct travel documents to what kinds of snack foods are available in China, from securing accommodations to having the proper gift for your Chinese dinner host. Frank discussions on the research and academic environments in China will help students, investigators, and teachers from their initial assignment to a danwei, or work unit, to leaving the country with research materials intact. The book offers practical guidelines on working with Chinese academic institutions and research assistants, arranging work-related travel, managing working relationships, resolving language issues, and—perhaps most important—understanding Chinese attitudes and customs toward study, research, and work life. New material in this edition includes an expanded section on science and social science field work, with a discussion of computers: which ones work best in China, how to arrange to bring your computer in, where to find parts and supplies, how to obtain repairs, and more. Living costs, health issues, and addresses and fax numbers for important services are updated. Guidance is offered on currency, transportation, communications, bringing children into China, and other issues. Based on the first-hand reports of hundreds of academic visitors to China and original research by the authors, this book will be useful to anyone planning to live and work in China: students, researchers, and teachers and their visiting family members, as well as business professionals. %0 Book %A Institute of Medicine %T Informing the Future: Critical Issues in Health, Sixth Edition %D 2011 %U https://nap.nationalacademies.org/catalog/13180/informing-the-future-critical-issues-in-health-sixth-edition %> https://nap.nationalacademies.org/catalog/13180/informing-the-future-critical-issues-in-health-sixth-edition %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %P 202 %X This report illustrates the work of IOM committees in selected, major areas in recent years, followed by a description of IOM's convening and collaborative activities and fellowship programs. The last section provides a comprehensive bibliography of IOM reports published since 2007.