@BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Frederick Rivara and Suzanne Le Menestrel", title = "Preventing Bullying Through Science, Policy, and Practice", isbn = "978-0-309-44067-7", abstract = "Bullying has long been tolerated as a rite of passage among children and adolescents. There is an implication that individuals who are bullied must have \"asked for\" this type of treatment, or deserved it. Sometimes, even the child who is bullied begins to internalize this idea. For many years, there has been a general acceptance and collective shrug when it comes to a child or adolescent with greater social capital or power pushing around a child perceived as subordinate. But bullying is not developmentally appropriate; it should not be considered a normal part of the typical social grouping that occurs throughout a child's life.\nAlthough bullying behavior endures through generations, the milieu is changing. Historically, bulling has occurred at school, the physical setting in which most of childhood is centered and the primary source for peer group formation. In recent years, however, the physical setting is not the only place bullying is occurring. Technology allows for an entirely new type of digital electronic aggression, cyberbullying, which takes place through chat rooms, instant messaging, social media, and other forms of digital electronic communication.\nComposition of peer groups, shifting demographics, changing societal norms, and modern technology are contextual factors that must be considered to understand and effectively react to bullying in the United States. Youth are embedded in multiple contexts and each of these contexts interacts with individual characteristics of youth in ways that either exacerbate or attenuate the association between these individual characteristics and bullying perpetration or victimization. Recognizing that bullying behavior is a major public health problem that demands the concerted and coordinated time and attention of parents, educators and school administrators, health care providers, policy makers, families, and others concerned with the care of children, this report evaluates the state of the science on biological and psychosocial consequences of peer victimization and the risk and protective factors that either increase or decrease peer victimization behavior and consequences.", url = "https://nap.nationalacademies.org/catalog/23482/preventing-bullying-through-science-policy-and-practice", year = 2016, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Steve Olson and Jay Labov", title = "STEM Learning Is Everywhere: Summary of a Convocation on Building Learning Systems", isbn = "978-0-309-30642-3", abstract = "Science, technology, engineering, and mathematics (STEM) permeate the modern world. The jobs people do, the foods they eat, the vehicles in which they travel, the information they receive, the medicines they take, and many other facets of modern life are constantly changing as STEM knowledge steadily accumulates. Yet STEM education in the United States, despite the importance of these subjects, is consistently falling short. Many students are not graduating from high school with the knowledge and capacities they will need to pursue STEM careers or understand STEM-related issues in the workforce or in their roles as citizens. For decades, efforts to improve STEM education have focused largely on the formal education system. Learning standards for STEM subjects have been developed, teachers have participated in STEM-related professional development, and assessments of various kinds have sought to measure STEM learning. But students do not learn about STEM subjects just in school. Much STEM learning occurs out of school\u2014in organized activities such as afterschool and summer programs, in institutions such as museums and zoos, from the things students watch or read on television and online, and during interactions with peers, parents, mentors, and role models.\nTo explore how connections among the formal education system, afterschool programs, and the informal education sector could improve STEM learning, a committee of experts from these communities and under the auspices of the Teacher Advisory Council of the National Research Council, in association with the California Teacher Advisory Council organized a convocation that was held in February 2014. Entitled \"STEM Learning Is Everywhere: Engaging Schools and Empowering Teachers to Integrate Formal, Informal, and Afterschool Education to Enhance Teaching and Learning in Grades K-8,\" the convocation brought together more than 100 representatives of all three sectors, along with researchers, policy makers, advocates, and others, to explore a topic that could have far-reaching implications for how students learn about STEM subjects and how educational activities are organized and interact. This report is the summary of that meeting. STEM Learning is Everywhere explores how engaging representatives from the formal, afterschool, and informal education sectors in California and from across the United States could foster more seamless learning of STEM subjects for students in the elementary and middle grades. The report also discusses opportunities for STEM that may result from the new expectations of the Next Generation Science Standards and the Common Core Standards for Mathematics and Language Arts.", url = "https://nap.nationalacademies.org/catalog/18818/stem-learning-is-everywhere-summary-of-a-convocation-on-building", year = 2014, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Steve Olson", title = "Summertime Opportunities to Promote Healthy Child and Adolescent Development: Proceedings of a Workshop—in Brief", abstract = "What children and adolescents do and learn in the summertime can have profound effects on their health and well-being, educational attainment, and career prospects. To explore the influence of summertime activities on the lives of young people, the National Academies of Sciences, Engineering, and Medicine held a workshop in August 2016. The participants discussed a wide range of topics, including the value of play, healthy eating and physical activity, systemic approaches to skill development, program quality and measurement, and the interconnected ecosystem of activities that supports healthy development. The workshop highlighted the latest research on summer programming, as well as gaps in that research, and explored the key policy and practice issues for summertime opportunities to promote healthy child and adolescent development. This publication briefly summarizes the presentations and discussions from the workshop.", url = "https://nap.nationalacademies.org/catalog/24606/summertime-opportunities-to-promote-healthy-child-and-adolescent-development-proceedings", year = 2016, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Franklin Carrero-Martínez and Negin Sobhani and Emi Kameyama and Paula Whitacre", title = "2023 Nobel Prize Summit: Truth, Trust, and Hope: Proceedings of a Summit", isbn = "978-0-309-71042-8", abstract = "On May 24-26, 2023, the Nobel Prize Summit entitled Truth, Trust, and Hope was convened as a hybrid event to examine misinformation and disinformation in the context of the broader information ecosystem, looking at the global impact of information technologies in nature and society. The summit brought together Nobel laureates, leading scientists, business leaders, writers, artists, and young innovators to share insights, challenges, and solutions relating to trust and information. With a positive narrative and the accelerating prevalence of artificial intelligence, big data, and other emerging information technologies, the summit explored the challenges and opportunities of democratization of knowledge and information and the erosion of trust. Held in Washington, DC and virtually, the 3-day summit attracted more than 700 in-person attendees and more than 10,000 online participants from more than 70 countries. Eleven Nobel laureates were actively engaged in the summit, and 32 partner organizations were involved, including breakout sessions and solution sessions. This publication summarizes the presentations, activities, and discussion of the summit.", url = "https://nap.nationalacademies.org/catalog/27247/2023-nobel-prize-summit-truth-trust-and-hope-proceedings-of", year = 2023, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Martín-José Sepúlveda and Rebekah Hutton", title = "Shaping Summertime Experiences: Opportunities to Promote Healthy Development and Well-Being for Children and Youth", isbn = "978-0-309-49657-5", abstract = "For children and youth, summertime presents a unique break from the traditional structure, resources, and support systems that exist during the school year. For some students, this time involves opportunities to engage in fun and enriching activities and programs, while others face additional challenges as they lose a variety of supports, including healthy meals, medical care, supervision, and structured programs that enhance development. Children that are limited by their social, economic, or physical environments during the summer months are at higher risk for worse academic, health, social and emotional, and safety outcomes. In contrast, structured summertime activities and programs support basic developmental needs and positive outcomes for children and youth who can access and afford these programs. These discrepancies in summertime experiences exacerbate pre-existing academic inequities. While further research is needed regarding the impact of summertime on developmental domains outside of the academic setting, extensive literature exists regarding the impact of summertime on academic development trajectories. However, this knowledge is not sufficiently applied to policy and practice, and it is important to address these inequalities.\n\nShaping Summertime Experiences examines the impact of summertime experiences on the developmental trajectories of school-age children and youth across four areas of well-being, including academic learning, social and emotional development, physical and mental health, and health-promoting and safety behaviors. It also reviews the state of science and available literature regarding the impact of summertime experiences. In addition, this report provides recommendations to improve the experiences of children over the summertime regarding planning, access and equity, and opportunities for further research and data collection.", url = "https://nap.nationalacademies.org/catalog/25546/shaping-summertime-experiences-opportunities-to-promote-healthy-development-and-well", year = 2019, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Barbara M. Means and Amy Stephens", title = "Cultivating Interest and Competencies in Computing: Authentic Experiences and Design Factors", isbn = "978-0-309-68215-2", abstract = "Computing in some form touches nearly every aspect of day to day life and is reflected in the ubiquitous use of cell phones, the expansion of automation into many industries, and the vast amounts of data that are routinely gathered about people's health, education, and buying habits. Computing is now a part of nearly every occupation, not only those in the technology industry. Given the ubiquity of computing in both personal and professional life, there are increasing calls for all learners to participate in learning experiences related to computing including more formal experiences offered in schools, opportunities in youth development programs and after-school clubs, or self-initiated hands-on experiences at home. At the same time, the lack of diversity in the computing workforce and in programs that engage learners in computing is well-documented.\nIt is important to consider how to increase access and design experiences for a wide range of learners. Authentic experiences in STEM - that is, experiences that reflect professional practice and also connect learners to real-world problems that they care about - are one possible approach for reaching a broader range of learners. These experiences can be designed for learners of all ages and implemented in a wide range of settings. However, the role they play in developing youths' interests, capacities, and productive learning identities for computing is unclear. There is a need to better understand the role of authentic STEM experiences in supporting the development of interests, competencies, and skills related to computing.\nCultivating Interest and Competencies in Computing examines the evidence on learning and teaching using authentic, open-ended pedagogical approaches and learning experiences for children and youth in grades K-12 in both formal and informal settings. This report gives particular attention to approaches and experiences that promote the success of children and youth from groups that are typically underrepresented in computing fields. Cultivating Interest and Competencies in Computing provides guidance for educators and facilitators, program designers, and other key stakeholders on how to support learners as they engage in authentic learning experiences.", url = "https://nap.nationalacademies.org/catalog/25912/cultivating-interest-and-competencies-in-computing-authentic-experiences-and-design", year = 2021, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Alexandra Beatty", title = "Approaches to the Development of Character: Proceedings of a Workshop", isbn = "978-0-309-45557-2", abstract = "The development of character is a valued objective for many kinds of educational programs that take place both in and outside of school. Educators and administrators who develop and run programs that seek to develop character recognize that the established approaches for doing so have much in common, and they are eager to learn about promising practices used in other settings, evidence of effectiveness, and ways to measure the effectiveness of their own approaches. \n\nIn July 2016, the National Academies of Sciences, Engineering, and Medicine held a workshop to review research and practice relevant to the development of character, with a particular focus on ideas that can support the adults who develop and run out-of-school programs. This publication summarizes the presentations and discussions from the workshop.", url = "https://nap.nationalacademies.org/catalog/24684/approaches-to-the-development-of-character-proceedings-of-a-workshop", year = 2017, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Transportation Research Board and National Academies of Sciences, Engineering, and Medicine", title = "Understanding How to Motivate Communities to Support and Ride Public Transportation", abstract = "TRB's Transit Cooperative Research Program (TCRP) Report 122: Understanding How to Motivate Communities to Support and Ride Public Transportation explores the methods and strategies used by public transportation agencies in the United States and Canada to enhance their public images and motivate the support and use of public transportation. The report identifies and describes methods and strategies used by other industries (comparable to public transportation) to enhance their public image and to motivate the support and use of their products and services. This report also examines the perceptions, misperceptions, and use of public transit, and the extent to which these affect support. Finally, the report identifies effective communication strategies, campaigns, and platforms for motivating individuals to action in support of public transportation, as well as ways to execute those communication strategies, campaigns, and platforms.", url = "https://nap.nationalacademies.org/catalog/14128/understanding-how-to-motivate-communities-to-support-and-ride-public-transportation", year = 2008, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council and Institute of Medicine", editor = "Jennifer Appleton Gootman", title = "After-School Programs to Promote Child and Adolescent Development: Summary of a Workshop", isbn = "978-0-309-07179-6", abstract = "This report summarizes the presentations and discussion at a workshop entitled Opportunities to Promote Child and Adolescent Development During the After-School Hours, convened on October 21, 1999. The workshop was organized by the Board on Children, Youth, and Families and its Forum on Adolescence of the National Research Council and the Institute of Medicine, with funding from the David and Lucile Packard Foundation.\nThis workshop brought together policy makers, researchers, and practitioners to examine research on the developmental needs of children and adolescents\u2014ages 5 to 14 years\u2014and the types of after-school programs designed to promote the health and development of these young people. Intended to provide a forum for discussion among the various stakeholders, the workshop did not generate conclusions about the types of programs that are most effective, nor did it generate specific recommendations about after-school programs or promote a particular approach.\nThe workshop coincided with release of the Packard Foundation's fall 1999 issue of The Future of Children, entitled \"When School Is Out.\" Focusing on after-school programs, the journal provided some context for the workshop, providing a backdrop for discussing the importance of after-school programs, the types of programs that exist across the country, and the policy climate that surrounds after-school programs. This report summarizes the workshop.", url = "https://nap.nationalacademies.org/catalog/9944/after-school-programs-to-promote-child-and-adolescent-development-summary", year = 2000, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine", editor = "Heather Breiner and Lynn Parker and Steve Olson", title = "Creating Equal Opportunities for a Healthy Weight: Workshop Summary", isbn = "978-0-309-29473-7", abstract = "Creating Equal Opportunities for a Healthy Weight is the summary of a workshop convened by the Institute of Medicine's Standing Committee on Childhood Obesity Prevention in June 2013 to examine income, race, and ethnicity, and how these factors intersect with childhood obesity and its prevention. Registered participants, along with viewers of a simultaneous webcast of the workshop, heard a series of presentations by researchers, policy makers, advocates, and other stakeholders focused on health disparities associated with income, race, ethnicity, and other characteristics and on how these factors intersect with obesity and its prevention. The workshop featured invited presentations and discussions concerning physical activity, healthy food access, food marketing and messaging, and the roles of employers, health care professionals, and schools.\nThe IOM 2012 report Accelerating Progress in Obesity Prevention acknowledged that a variety of characteristics linked historically to social exclusion or discrimination, including race, ethnicity, religion, socioeconomic status, gender, age, mental health, disability, sexual orientation or gender identity, geographic location, and immigrant status, can thereby affect opportunities for physical activity, healthy eating, health care, work, and education. In many parts of the United States, certain racial and ethnic groups and low-income individuals and families live, learn, work, and play in places that lack health-promoting resources such as parks, recreational facilities, high-quality grocery stores, and walkable streets. These same neighborhoods may have characteristics such as heavy traffic or other unsafe conditions that discourage people from walking or being physically active outdoors. The combination of unhealthy social and environmental risk factors, including limited access to healthy foods and opportunities for physical activity, can contribute to increased levels of chronic stress among community members, which have been linked to increased levels of sedentary activity and increased calorie consumption. Creating Equal Opportunities for a Healthy Weight focuses on the key obesity prevention goals and recommendations outlined in Accelerating Progress in Obesity Prevention through the lens of health equity. This report explores critical aspects of obesity prevention, while discussing potential future research, policy, and action that could lead to equity in opportunities to achieve a healthy weight.", url = "https://nap.nationalacademies.org/catalog/18553/creating-equal-opportunities-for-a-healthy-weight-workshop-summary", year = 2013, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "Identifying and Supporting Productive STEM Programs in Out-of-School Settings", isbn = "978-0-309-37362-3", abstract = "More and more young people are learning about science, technology, engineering, and mathematics (STEM) in a wide variety of afterschool, summer, and informal programs. At the same time, there has been increasing awareness of the value of such programs in sparking, sustaining, and extending interest in and understanding of STEM. To help policy makers, funders and education leaders in both school and out-of-school settings make informed decisions about how to best leverage the educational and learning resources in their community, this report identifies features of productive STEM programs in out-of-school settings. Identifying and Supporting Productive STEM Programs in Out-of-School Settings draws from a wide range of research traditions to illustrate that interest in STEM and deep STEM learning develop across time and settings. The report provides guidance on how to evaluate and sustain programs. This report is a resource for local, state, and federal policy makers seeking to broaden access to multiple, high-quality STEM learning opportunities in their community.\n", url = "https://nap.nationalacademies.org/catalog/21740/identifying-and-supporting-productive-stem-programs-in-out-of-school-settings", year = 2015, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine", editor = "Harold W. Kohl III and Heather D. Cook", title = "Educating the Student Body: Taking Physical Activity and Physical Education to School", isbn = "978-0-309-28313-7", abstract = "Physical inactivity is a key determinant of health across the lifespan. A lack of activity increases the risk of heart disease, colon and breast cancer, diabetes mellitus, hypertension, osteoporosis, anxiety and depression and others diseases. Emerging literature has suggested that in terms of mortality, the global population health burden of physical inactivity approaches that of cigarette smoking. The prevalence and substantial disease risk associated with physical inactivity has been described as a pandemic.\nThe prevalence, health impact, and evidence of changeability all have resulted in calls for action to increase physical activity across the lifespan. In response to the need to find ways to make physical activity a health priority for youth, the Institute of Medicine's Committee on Physical Activity and Physical Education in the School Environment was formed. Its purpose was to review the current status of physical activity and physical education in the school environment, including before, during, and after school, and examine the influences of physical activity and physical education on the short and long term physical, cognitive and brain, and psychosocial health and development of children and adolescents.\nEducating the Student Body makes recommendations about approaches for strengthening and improving programs and policies for physical activity and physical education in the school environment. This report lays out a set of guiding principles to guide its work on these tasks. These included: recognizing the benefits of instilling life-long physical activity habits in children; the value of using systems thinking in improving physical activity and physical education in the school environment; the recognition of current disparities in opportunities and the need to achieve equity in physical activity and physical education; the importance of considering all types of school environments; the need to take into consideration the diversity of students as recommendations are developed.\nThis report will be of interest to local and national policymakers, school officials, teachers, and the education community, researchers, professional organizations, and parents interested in physical activity, physical education, and health for school-aged children and adolescents.", url = "https://nap.nationalacademies.org/catalog/18314/educating-the-student-body-taking-physical-activity-and-physical-education", year = 2013, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council and Institute of Medicine", editor = "Jacquelynne Eccles and Jennifer Appleton Gootman", title = "Community Programs to Promote Youth Development", isbn = "978-0-309-10590-3", abstract = "After-school programs, scout groups, community service activities, religious youth groups, and other community-based activities have long been thought to play a key role in the lives of adolescents. But what do we know about the role of such programs for today's adolescents? How can we ensure that programs are designed to successfully meet young people's developmental needs and help them become healthy, happy, and productive adults? \n\nCommunity Programs to Promote Youth Development explores these questions, focusing on essential elements of adolescent well-being and healthy development. It offers recommendations for policy, practice, and research to ensure that programs are well designed to meet young people's developmental needs. \n\nThe book also discusses the features of programs that can contribute to a successful transition from adolescence to adulthood. It examines what we know about the current landscape of youth development programs for America's youth, as well as how these programs are meeting their diverse needs.\n\nRecognizing the importance of adolescence as a period of transition to adulthood, Community Programs to Promote Youth Development offers authoritative guidance to policy makers, practitioners, researchers, and other key stakeholders on the role of youth development programs to promote the healthy development and well-being of the nation's youth.\n", url = "https://nap.nationalacademies.org/catalog/10022/community-programs-to-promote-youth-development", year = 2002, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "LaRue Allen and Rebekah Hutton", title = "Closing the Opportunity Gap for Young Children", isbn = "978-0-309-69461-2", abstract = "Many young children in the United States are thriving and have access to the conditions and resources they need to grow up healthy. However, a substantial number of young children face more challenging conditions such as: poverty; food insecurity; exposure to violence; and inadequate access to health care, well-funded quality schools, and mental health care. In many cases, the historical origins of unequal access to crucial supports for children's physical, emotional, and cognitive development are rooted in policies that intentionally segregated and limited various populations' access to resources and create opportunity gaps that intertwine and compound to affect academic, health, and economic outcomes over an individual's life course and across generations. Closing the Opportunity Gap for Young Children, identifies and describes the causes, costs, and effects of the opportunity gap in young children and explores how disparities in access to quality educational experiences, health care, and positive developmental experiences from birth through age eight intersect with key academic, health, and economic outcomes. The report identifies drivers of these gaps in three key domains\u2014education, mental health, and physical health\u2014and offers recommendations for policy makers for addressing these gaps so that all children in the United States have the opportunity to thrive. In addition, the report offers a detailed set of recommendations for policy makers, practitioners, community organizations, and philanthropic organizations to reduce opportunity gaps in education, health, and social-emotional development.", url = "https://nap.nationalacademies.org/catalog/26743/closing-the-opportunity-gap-for-young-children", year = 2023, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "Guide to Implementing the Next Generation Science Standards", isbn = "978-0-309-30512-9", abstract = "A Framework for K-12 Science Education and Next Generation Science Standards (NGSS) describe a new vision for science learning and teaching that is catalyzing improvements in science classrooms across the United States. Achieving this new vision will require time, resources, and ongoing commitment from state, district, and school leaders, as well as classroom teachers. Successful implementation of the NGSS will ensure that all K-12 students have high-quality opportunities to learn science.\nGuide to Implementing the Next Generation Science Standards provides guidance to district and school leaders and teachers charged with developing a plan and implementing the NGSS as they change their curriculum, instruction, professional learning, policies, and assessment to align with the new standards. For each of these elements, this report lays out recommendations for action around key issues and cautions about potential pitfalls. Coordinating changes in these aspects of the education system is challenging. As a foundation for that process, Guide to Implementing the Next Generation Science Standards identifies some overarching principles that should guide the planning and implementation process.\nThe new standards present a vision of science and engineering learning designed to bring these subjects alive for all students, emphasizing the satisfaction of pursuing compelling questions and the joy of discovery and invention. Achieving this vision in all science classrooms will be a major undertaking and will require changes to many aspects of science education. Guide to Implementing the Next Generation Science Standards will be a valuable resource for states, districts, and schools charged with planning and implementing changes, to help them achieve the goal of teaching science for the 21st century.", url = "https://nap.nationalacademies.org/catalog/18802/guide-to-implementing-the-next-generation-science-standards", year = 2015, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", title = "Promising Practices for Strengthening the Regional STEM Workforce Development Ecosystem", isbn = "978-0-309-39111-5", abstract = "U.S. strength in science, technology, engineering, and mathematics (STEM) disciplines has formed the basis of innovations, technologies, and industries that have spurred the nation's economic growth throughout the last 150 years. Universities are essential to the creation and transfer of new knowledge that drives innovation. This knowledge moves out of the university and into broader society in several ways \u2013 through highly skilled graduates (i.e. human capital); academic publications; and the creation of new products, industries, and companies via the commercialization of scientific breakthroughs. Despite this, our understanding of how universities receive, interpret, and respond to industry signaling demands for STEM-trained workers is far from complete.\nPromising Practices for Strengthening the Regional STEM Workforce Development Ecosystem reviews the extent to which universities and employers in five metropolitan communities (Phoenix, Arizona; Cleveland, Ohio; Montgomery, Alabama; Los Angeles, California; and Fargo, North Dakota) collaborate successfully to align curricula, labs, and other undergraduate educational experiences with current and prospective regional STEM workforce needs. This report focuses on how to create the kind of university-industry collaboration that promotes higher quality college and university course offerings, lab activities, applied learning experiences, work-based learning programs, and other activities that enable students to acquire knowledge, skills, and attributes they need to be successful in the STEM workforce. The recommendations and findings presented will be most relevant to educators, policy makers, and industry leaders.", url = "https://nap.nationalacademies.org/catalog/21894/promising-practices-for-strengthening-the-regional-stem-workforce-development-ecosystem", year = 2016, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine", editor = "Jeffrey P. Koplan and Catharyn T. Liverman and Vivica I. Kraak and Shannon L. Wisham", title = "Progress in Preventing Childhood Obesity: How Do We Measure Up?", isbn = "978-0-309-10208-7", abstract = "The remarkable increase in the prevalence of obesity among children and youth in the United States over a relatively short timespan represents one of the defining public health challenges of the 21st century. The country is beginning to recognize childhood obesity as a major public health epidemic that will incur substantial costs to the nation. However, the current level of investment by the public and private sectors still does not match the extent of the problem. There is a substantial underinvestment of resources to adequately address the scope of this obesity crisis. \n\nAt this early phase in addressing the epidemic, actions have begun on a number of levels to improve the dietary patterns and to increase the physical activity levels of young people. Schools, corporations, youth-related organizations, families, communities, foundations, and government agencies are working to implement a variety of policy changes, new programs, and other interventions. These efforts, however, generally remain fragmented and small in scale.\n\nMoreover, the lack of systematic monitoring and evaluation of interventions have hindered the development of an evidence base to identify, apply, and disseminate lessons learned and to support promising efforts to prevent childhood obesity. \n\nProgress in Preventing Childhood Obesity: How Do We Measure Up? examines the progress made by obesity prevention initiatives in the United States from 2004 to 2006. This book emphasizes a call to action for key stakeholders and sectors to commit to and demonstrate leadership in childhood obesity prevention, evaluates all policies and programs, monitors their progress, and encourages stakeholders to widely disseminate promising practices. This book will be of interest to federal, state, and local government agencies; educators and schools; public health and health care professionals; private-sector companies and industry trade groups; media; parents; and those involved in implementing community-based programs and consumer advocacy.", url = "https://nap.nationalacademies.org/catalog/11722/progress-in-preventing-childhood-obesity-how-do-we-measure-up", year = 2007, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Philip Bell and Bruce Lewenstein and Andrew W. Shouse and Michael A. Feder", title = "Learning Science in Informal Environments: People, Places, and Pursuits", isbn = "978-0-309-11955-9", abstract = "Informal science is a burgeoning field that operates across a broad range of venues and envisages learning outcomes for individuals, schools, families, and society. The evidence base that describes informal science, its promise, and effects is informed by a range of disciplines and perspectives, including field-based research, visitor studies, and psychological and anthropological studies of learning.\n\nLearning Science in Informal Environments draws together disparate literatures, synthesizes the state of knowledge, and articulates a common framework for the next generation of research on learning science in informal environments across a life span. Contributors include recognized experts in a range of disciplines\u2014research and evaluation, exhibit designers, program developers, and educators. They also have experience in a range of settings\u2014museums, after-school programs, science and technology centers, media enterprises, aquariums, zoos, state parks, and botanical gardens.\n\nLearning Science in Informal Environments is an invaluable guide for program and exhibit designers, evaluators, staff of science-rich informal learning institutions and community-based organizations, scientists interested in educational outreach, federal science agency education staff, and K-12 science educators.", url = "https://nap.nationalacademies.org/catalog/12190/learning-science-in-informal-environments-people-places-and-pursuits", year = 2009, 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 America's Skilled Technical Workforce", isbn = "978-0-309-44006-6", abstract = "Skilled technical occupations\u2014defined as occupations that require a high level of knowledge in a technical domain but do not require a bachelor\u2019s degree for entry\u2014are a key component of the U.S. economy. In response to globalization and advances in science and technology, American firms are demanding workers with greater proficiency in literacy and numeracy, as well as strong interpersonal, technical, and problem-solving skills. However, employer surveys and industry and government reports have raised concerns that the nation may not have an adequate supply of skilled technical workers to achieve its competitiveness and economic growth objectives.\n\nIn response to the broader need for policy information and advice, Building America\u2019s Skilled Technical Workforce examines the coverage, effectiveness, flexibility, and coordination of the policies and various programs that prepare Americans for skilled technical jobs. This report provides action-oriented recommendations for improving the American system of technical education, training, and certification.", url = "https://nap.nationalacademies.org/catalog/23472/building-americas-skilled-technical-workforce", year = 2017, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council and Institute of Medicine", editor = "Eugene Smolensky and Jennifer Appleton Gootman", title = "Working Families and Growing Kids: Caring for Children and Adolescents", isbn = "978-0-309-08703-2", abstract = "An informative mix of data and discussion, this book presents conclusions and recommendations for policies that can respond to the new conditions shaping America's working families. Among the family and work trends reviewed:\n\n Growing population of mothers with young children in the workforce.\n Increasing reliance of nonparental child care.\n Growing challenges of families on welfare.\n Increased understanding of child and adolescent development.\n\nIncluded in this comprehensive review of the research and data on family leave, child care, and income support issues are: the effects of early child care and school age child care on child development, the impacts of family work policies on child and adolescent well-being and family functioning, the impacts of family work policies on child and adolescent well-being and family functioning the changes to federal and state welfare policy, the emergence of a 24\/7 economy, the utilization of paid family leave, and an examination of the ways parental employment affects children as they make their way through childhood and adolescence.\nThe book also evaluates the support systems available to working families, including family and medical leave, child care options, and tax policies. The committee's conclusions and recommendations will be of interest to anyone concerned with issues affecting the working American family, especially policy makers, program administrators, social scientists, journalist, private and public sector leaders, and family advocates.", url = "https://nap.nationalacademies.org/catalog/10669/working-families-and-growing-kids-caring-for-children-and-adolescents", year = 2003, publisher = "The National Academies Press", address = "Washington, DC" }