@BOOK{NAP author = "National Research Council", editor = "Judith Anderson Koenig", title = "Assessing 21st Century Skills: Summary of a Workshop", isbn = "978-0-309-21790-3", abstract = "The routine jobs of yesterday are being replaced by technology and\/or shipped off-shore. In their place, job categories that require knowledge management, abstract reasoning, and personal services seem to be growing. The modern workplace requires workers to have broad cognitive and affective skills. Often referred to as \"21st century skills,\" these skills include being able to solve complex problems, to think critically about tasks, to effectively communicate with people from a variety of different cultures and using a variety of different techniques, to work in collaboration with others, to adapt to rapidly changing environments and conditions for performing tasks, to effectively manage one's work, and to acquire new skills and information on one's own.\nThe National Research Council (NRC) has convened two prior workshops on the topic of 21st century skills. The first, held in 2007, was designed to examine research on the skills required for the 21st century workplace and the extent to which they are meaningfully different from earlier eras and require corresponding changes in educational experiences. The second workshop, held in 2009, was designed to explore demand for these types of skills, consider intersections between science education reform goals and 21st century skills, examine models of high-quality science instruction that may develop the skills, and consider science teacher readiness for 21st century skills. The third workshop was intended to delve more deeply into the topic of assessment. The goal for this workshop was to capitalize on the prior efforts and explore strategies for assessing the five skills identified earlier. The Committee on the Assessment of 21st Century Skills was asked to organize a workshop that reviewed the assessments and related research for each of the five skills identified at the previous workshops, with special attention to recent developments in technology-enabled assessment of critical thinking and problem-solving skills. In designing the workshop, the committee collapsed the five skills into three broad clusters as shown below:\n\n Cognitive skills: nonroutine problem solving, critical thinking, systems thinking\n Interpersonal skills: complex communication, social skills, team-work, cultural sensitivity, dealing with diversity\n Intrapersonal skills: self-management, time management, self-development, self-regulation, adaptability, executive functioning\n\nAssessing 21st Century Skills provides an integrated summary of the presentations and discussions from both parts of the third workshop.", url = "https://nap.nationalacademies.org/catalog/13215/assessing-21st-century-skills-summary-of-a-workshop", year = 2011, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Margaret Hilton", title = "Exploring the Intersection of Science Education and 21st Century Skills: A Workshop Summary", isbn = "978-0-309-14518-3", abstract = "An emerging body of research suggests that a set of broad \"21st century skills\"\u2014such as adaptability, complex communication skills, and the ability to solve non-routine problems\u2014are valuable across a wide range of jobs in the national economy. However, the role of K-12 education in helping students learn these skills is a subject of current debate. Some business and education groups have advocated infusing 21st century skills into the school curriculum, and several states have launched such efforts. Other observers argue that focusing on skills detracts attention from learning of important content knowledge.\n\nTo explore these issues, the National Research Council conducted a workshop, summarized in this volume, on science education as a context for development of 21st century skills. Science is seen as a promising context because it is not only a body of accepted knowledge, but also involves processes that lead to this knowledge. Engaging students in scientific processes\u2014including talk and argument, modeling and representation, and learning from investigations\u2014builds science proficiency. At the same time, this engagement may develop 21st century skills. \n\nExploring the Intersection of Science Education and 21st Century Skills addresses key questions about the overlap between 21st century skills and scientific content and knowledge; explores promising models or approaches for teaching these abilities; and reviews the evidence about the transferability of these skills to real workplace applications.", url = "https://nap.nationalacademies.org/catalog/12771/exploring-the-intersection-of-science-education-and-21st-century-skills", year = 2010, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "James W. Pellegrino and Margaret L. Hilton", title = "Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century", isbn = "978-0-309-25649-0", abstract = "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.\"\nEducation 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.\nThis 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.", url = "https://nap.nationalacademies.org/catalog/13398/education-for-life-and-work-developing-transferable-knowledge-and-skills", year = 2012, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Alexandra Beatty and Judith A. Koenig", title = "Key National Education Indicators: Workshop Summary", isbn = "978-0-309-26121-0", abstract = "The education system in the United States is continually challenged to adapt and improve, in part because its mission has become far more ambitious than it once was. At the turn of the 20th century, less than one-tenth of students enrolled were expected to graduate from high school. Today, most people expect schools to prepare all students to succeed in postsecondary education and to prosper in a complex, fast-changing global economy. Goals have broadened to include not only rigorous benchmarks in core academic subjects, but also technological literacy and the subtler capacities known as 21st-century skills.\nTo identify the most important measures for education and other issues and provide quality data on them to the American people, Congress authorized the creation of a Key National Indicators System (KNIS). This system will be a single Web-based information source designed to help policy makers and the public better assess the position and progress of the nation across a wide range of areas. Identifying the right set of indicators for each area is not a small challenge. To serve their purpose of providing objective information that can encourage improvement and innovation, the indicators need to be valid and reliable but they also need to capture the report committee's aspirations for education.\nThis report describes a workshop, planned under the aegis of the Board on Testing and Assessment and the Committee on National Statistics of the National Research Council. Key National Education Indicators is a summary of the meeting of a group with extensive experience in research, public policy, and practice. The goal of the workshop was not to make a final selection of indicators, but to take an important first step by clearly identifying the parameters of the challenge.", url = "https://nap.nationalacademies.org/catalog/13453/key-national-education-indicators-workshop-summary", year = 2012, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Joan Herman and Margaret Hilton", title = "Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies", isbn = "978-0-309-45605-0", abstract = "The importance of higher education has never been clearer. Educational attainment\u2014the number of years a person spends in school\u2014strongly predicts adult earnings, as well as health and civic engagement. Yet relative to other developed nations, educational attainment in the United States is lagging, with young Americans who heretofore led the world in completing postsecondary degrees now falling behind their global peers. As part of a broader national college completion agenda aimed at increasing college graduation rates, higher education researchers and policy makers are exploring the role of intrapersonal and interpersonal competencies in supporting student success.\nSupporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies identifies 8 intrapersonal competencies (competencies involving self-management and positive self-evaluation) that can be developed through interventions and appear to be related to persistence and success in undergraduate education. The report calls for further research on the importance of these competencies for college success, reviews current assessments of them and establishes priorities for the use of current assessments, and outlines promising new approaches for improved assessments.", url = "https://nap.nationalacademies.org/catalog/24697/supporting-students-college-success-the-role-of-assessment-of-intrapersonal", year = 2017, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP title = "", url = "", year = , publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP title = "", url = "", year = , publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP title = "", url = "", year = , publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP title = "", url = "", year = , publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academy of Sciences and National Academy of Engineering and Institute of Medicine", editor = "Marye Anne Fox", title = "Pan-Organizational Summit on the U.S. Science and Engineering Workforce: Meeting Summary", isbn = "978-0-309-08960-9", abstract = "Each of 32 nonprofit organizations contributing a presentation to the Pan-Organizational Summit on the Science and Engineering Workforce (November 11-12, 2002; The National Academies, Washington, DC) was invited to issue a corresponding position paper to be reproduced in this volume. The bulk of this report comprises these papers. In addition, Shirley Jackson and Joseph Toole, two of the keynote speakers, have included their remarks. ", url = "https://nap.nationalacademies.org/catalog/10727/pan-organizational-summit-on-the-us-science-and-engineering-workforce", year = 2003, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Steven Marcus", title = "ICT Fluency and High Schools: A Workshop Summary", isbn = "978-0-309-10246-9", abstract = "Information and communications technology (ICT) pervades virtually all domains of modern life\u2014educational, professional, social, and personal. Yet although there have been numerous calls for linkages that enable ICT competencies acquired in one domain to benefit another, this goal has largely remained unrealized. In particular, while technology skills and applications at work could be greatly enhanced by earlier complementary learning at school\u2014particularly in K-12 education, a formative and influential stage in a person's life\u2014little progress has been made on such linkages. At present, the curricula of most U.S. high schools focus on skills in the use of tools such as specific word-processing software or contemporary Internet search engines. Although these kinds of skills are certainly valuable\u2014at least for a while\u2014they comprise just one component, and the most rudimentary component, of ICT competencies.\n\nThe National Academies held a workshop in October 2005 to address the specifics of ICT learning during the high school years would require an explicit effort to build on that report. The workshop was designed to extend the work begun in the report Being Fluent with Information Technology, which identified key components of ICT fluency and discussed their implications for undergraduate education.\n\nICT Fluency and High Schools summarizes the workshop, which had three primary objectives: (1) to examine the need for updates to the ICT-fluency framework presented in the 1999 study; (2) to identify and analyze the most promising current efforts to provide in high schools many of the ICT competencies required not only in the workplace but also in people's day-to-day functioning as citizens; and (3) to consider what information or research is needed to inform efforts to help high school students develop ICT fluency.\n ", url = "https://nap.nationalacademies.org/catalog/11709/ict-fluency-and-high-schools-a-workshop-summary", year = 2006, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Roy Pea and William A. Wulf and Stuart W. Elliott and Martha A. Darling", title = "Planning for Two Transformations in Education and Learning Technology: Report of a Workshop", isbn = "978-0-309-08954-8", abstract = "In response to concerns about the continued unrealized potential of IT in K-12 education, the National Research Council\u2019s Division of Behavioral and Social Sciences and Education, Center for Education (CFE), Board on Behavioral, Cognitive, and Sensory Sciences (BBCSS), and Computer Science and Telecommunications Board (CSTB) undertook a collaborative project to help the IT, education research, and practitioner communities work together to find ways of improving the use of IT in K-12 education for the benefit of all students.", url = "https://nap.nationalacademies.org/catalog/10789/planning-for-two-transformations-in-education-and-learning-technology-report", year = 2003, 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", 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 = "National Research Council", editor = "Margaret Hilton", title = "Research on Future Skill Demands: A Workshop Summary", isbn = "978-0-309-11479-0", abstract = "Over the past five years, business and education groups have issued a series of reports indicating that the skill demands of work are rising, due to rapid technological change and increasing global competition. Researchers have begun to study changing workplace skill demands. Some economists have found that technological change is \"skill-biased,\" increasing demand for highly skilled workers and contributing to the growing gap in wages between college-educated workers and those with less education. However, other studies of workplace skill demands have reached different conclusions. These differences result partly from differences in disciplinary perspective, research methods, and datasets. \n\nThe findings of all of these strands of research on changing skill demands are limited by available methods and data sources. Because case study research focuses on individual work sites or occupations, its results may not be representative of larger industry or national trends. At a more basic level, there is some disagreement in the literature about how to define \"skill\". In part because of such disagreements, researchers have used a variety of measures of skill, making it difficult to compare findings from different studies or to accumulate knowledge of skill trends over time. \n\nIn the context of this increasing discussion, the National Research Council held a workshop to explore the available research evidence related to two important guiding questions: What are the strengths and weaknesses of different research methods and data sources for providing insights about current and future changes in skill demands? What support does the available evidence (given the strengths and weaknesses of the methods and data sources) provide for the proposition that the skills required for the 21st century workplace will be meaningfully different from earlier eras and will require corresponding changes in educational preparation?", url = "https://nap.nationalacademies.org/catalog/12066/research-on-future-skill-demands-a-workshop-summary", year = 2008, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "Standards for K-12 Engineering Education?", isbn = "978-0-309-16015-5", abstract = "The goal of this study was to assess the value and feasibility of developing and implementing content standards for engineering education at the K-12 level. Content standards have been developed for three disciplines in STEM education--science, technology, and mathematic--but not for engineering. To date, a small but growing number of K-12 students are being exposed to engineering-related materials, and limited but intriguing evidence suggests that engineering education can stimulate interest and improve learning in mathematics and science as well as improve understanding of engineering and technology. Given this background, a reasonable question is whether standards would improve the quality and increase the amount of teaching and learning of engineering in K-12 education. \n\nThe book concludes that, although it is theoretically possible to develop standards for K-12 engineering education, it would be extremely difficult to ensure their usefulness and effective implementation. This conclusion is supported by the following findings: (1) there is relatively limited experience with K-12 engineering education in U.S. elementary and secondary schools, (2) there is not at present a critical mass of teachers qualified to deliver engineering instruction, (3) evidence regarding the impact of standards-based educational reforms on student learning in other subjects, such as mathematics and science, is inconclusive, and (4) there are significant barriers to introducing stand-alone standards for an entirely new content area in a curriculum already burdened with learning goals in more established domains of study.", url = "https://nap.nationalacademies.org/catalog/12990/standards-for-k-12-engineering-education", year = 2010, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Franklin Carrero-Martínez and Paula Whitacre and Emi Kameyama", title = "Challenges and Opportunities Toward a Just Transition and Sustainable Development: Proceedings of a Workshop—in Brief", abstract = "The concept of a just transition is increasingly recognized as a key element of sustainable development and the transformation of low-carbon economies and societies. Challenges to achieve a just transition include limited data availability and stakeholder engagement, issues of inequality, lack of regulations, and limited financial resources. To explore how to address these challenges, the Roundtable on Science and Technology for Sustainability, the Board on Energy and Environmental Systems, and the Board on Science Education at the National Academies of Sciences, Engineering, and Medicine jointly convened a public workshop on July 24, 2023. Participants discussed scientific-related priorities to a just transition and ways to translate research from the lab to the field and practice, as well as ways to inform policy making. This publication summarizes the presentations and discussion of the workshop.", url = "https://nap.nationalacademies.org/catalog/27428/challenges-and-opportunities-toward-a-just-transition-and-sustainable-development", year = 2023, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academy of Engineering and National Research Council", editor = "Margaret Honey and Greg Pearson and Heidi Schweingruber", title = "STEM Integration in K-12 Education: Status, Prospects, and an Agenda for Research", isbn = "978-0-309-29796-7", abstract = "STEM Integration in K-12 Education examines current efforts to connect the STEM disciplines in K-12 education. This report identifies and characterizes existing approaches to integrated STEM education, both in formal and after- and out-of-school settings. The report reviews the evidence for the impact of integrated approaches on various student outcomes, and it proposes a set of priority research questions to advance the understanding of integrated STEM education. STEM Integration in K-12 Education proposes a framework to provide a common perspective and vocabulary for researchers, practitioners, and others to identify, discuss, and investigate specific integrated STEM initiatives within the K-12 education system of the United States.\nSTEM Integration in K-12 Education makes recommendations for designers of integrated STEM experiences, assessment developers, and researchers to design and document effective integrated STEM education. This report will help to further their work and improve the chances that some forms of integrated STEM education will make a positive difference in student learning and interest and other valued outcomes.", url = "https://nap.nationalacademies.org/catalog/18612/stem-integration-in-k-12-education-status-prospects-and-an", year = 2014, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Alan M. Lesgold and Melissa Welch-Ross", title = "Improving Adult Literacy Instruction: Options for Practice and Research", isbn = "978-0-309-21959-4", abstract = "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.\nImproving 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.\n\nThere 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.", url = "https://nap.nationalacademies.org/catalog/13242/improving-adult-literacy-instruction-options-for-practice-and-research", year = 2012, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academy of Engineering and National Research Council", editor = "Steve Olson and Jay B. Labov", title = "Community Colleges in the Evolving STEM Education Landscape: Summary of a Summit", isbn = "978-0-309-25654-4", abstract = "The National Research Council (NRC) and National Academy of Engineering (NAE) have released a new report, Community Colleges in the Evolving STEM Education Landscape: Summary of a Summit. Based on a national summit that was supported by the National Science Foundation and organized by the NRC and the NAE, the report highlights the importance of community colleges, especially in emerging areas of STEM (Sciene, Technology, Engineering, and Mathematics) and preparation of the STEM workforce.\nCommunity colleges are also essential in accommodating growing numbers of students and in retraining displaced workers in skills needed in the new economy. Community Colleges in the Evolving STEM Education Landscape: Summary of a Summit looks at the changing and evolving relationships between community colleges and four-year institutions, with a focus on partnerships and articulation processes that can facilitate student success in STEM; expanding participation of students from historically underrepresented populations in undergraduate STEM education; and how subjects, such as mathematics, can serve as gateways or barriers to college completion.", url = "https://nap.nationalacademies.org/catalog/13399/community-colleges-in-the-evolving-stem-education-landscape-summary-of", year = 2012, publisher = "The National Academies Press", address = "Washington, DC" }