@BOOK{NAP author = "National Research Council", editor = "Henry Braun and Naomi Chudowsky and Judith Koenig", title = "Getting Value Out of Value-Added: Report of a Workshop", isbn = "978-0-309-14813-9", abstract = "Value-added methods refer to efforts to estimate the relative contributions of specific teachers, schools, or programs to student test performance. In recent years, these methods have attracted considerable attention because of their potential applicability for educational accountability, teacher pay-for-performance systems, school and teacher improvement, program evaluation, and research. Value-added methods involve complex statistical models applied to test data of varying quality. Accordingly, there are many technical challenges to ascertaining the degree to which the output of these models provides the desired estimates. Despite a substantial amount of research over the last decade and a half, overcoming these challenges has proven to be very difficult, and many questions remain unanswered--at a time when there is strong interest in implementing value-added models in a variety of settings. \n\nThe National Research Council and the National Academy of Education held a workshop, summarized in this volume, to help identify areas of emerging consensus and areas of disagreement regarding appropriate uses of value-added methods, in an effort to provide research-based guidance to policy makers who are facing decisions about whether to proceed in this direction.", url = "https://nap.nationalacademies.org/catalog/12820/getting-value-out-of-value-added-report-of-a-workshop", year = 2010, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine", editor = "Patricia A. Cuff", title = "Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary", isbn = "978-0-309-26349-8", abstract = "Every year, the Global Forum undertakes two workshops whose topics are selected by the more than 55 members of the Forum. It was decided in this first year of the Forum's existence that the workshops should lay the foundation for future work of the Forum and the topic that could best provide this base of understanding was \"interprofessional education.\" The first workshop took place August 29-30, 2012, and the second was on November 29-30, 2012. Both workshops focused on linkages between interprofessional education (IPE) and collaborative practice. The difference between them was that Workshop 1 set the stage for defining and understanding IPE while Workshop 2 brought in speakers from around the world to provide living histories of their experience working in and between interprofessional education and interprofessional or collaborative practice.\nA committee of health professional education experts planned, organized, and conducted a 2-day, interactive public workshop exploring issues related to innovations in health professions education (HPE). The committee involved educators and other innovators of curriculum development and pedagogy and will be drawn from at least four health disciplines. The workshop followed a high-level framework and established an orientation for the future work of the Global Forum on Innovations in Health Professional Education. Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice summarizes the presentations and small group discussions that focused on innovations in five areas of HPE:\n1. Curricular innovations - Concentrates on what is being taught to health professions' learners to meet evolving domestic and international needs;\n2. Pedagogic innovations - Looks at how the information can be better taught to students and WHERE education can takes place;\n3. Cultural elements - Addresses who is being taught by whom as a means of enhancing the effectiveness of the design, development and implementation of interprofessional HPE; \n4. Human resources for health - Focuses on how capacity can be innovatively expanded to better ensure an adequate supply and mix of educated health workers based on local needs; and\n5. Metrics - Addresses how one measures whether learner assessment and evaluation of educational impact and care delivery systems influence individual and population health.", url = "https://nap.nationalacademies.org/catalog/13486/interprofessional-education-for-collaboration-learning-how-to-improve-health-from", year = 2013, 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 Research Council", editor = "Karen J. Mitchell and David Z. Robinson and Barbara S. Plake and Kaeli T. Knowles", title = "Testing Teacher Candidates: The Role of Licensure Tests in Improving Teacher Quality", isbn = "978-0-309-07420-9", abstract = "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.\nThis 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.\nTeaching 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.", url = "https://nap.nationalacademies.org/catalog/10090/testing-teacher-candidates-the-role-of-licensure-tests-in-improving", year = 2001, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP title = "Psychological Research in Education: Report of a Conference Sponsored by the Advisory Board on Education, Easton, Maryland, April 24-26, 1958", url = "https://nap.nationalacademies.org/catalog/20787/psychological-research-in-education-report-of-a-conference-sponsored-by", year = 1958, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "Evaluation of "Redesigning the National Assessment of Educational Progress"", isbn = "978-0-309-05587-1", url = "https://nap.nationalacademies.org/catalog/5419/evaluation-of-redesigning-the-national-assessment-of-educational-progress", year = 1996, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "Letter Report to the U.S. Department of Education on the Race to the Top Fund", abstract = "This report examines the Race to the Top initiative--a $4.35 billion grant program included in the American Recovery and Reinvestment Act to encourage state-level education reforms. The report strongly supports rigorous evaluations of programs funded by the Race to the Top initiative. The initiative should support research based on data that links student test scores with their teachers, but should not prematurely promote the use of value-added approaches, which evaluate teachers based on gains in their students' performance, to reward or punish teachers. The report also cautions against using the National Assessment of Educational Progress, a federal assessment that helps measure overall U.S. progress in education, to evaluate programs funded by the Race to the Top initiative.", url = "https://nap.nationalacademies.org/catalog/12780/letter-report-to-the-us-department-of-education-on-the-race-to-the-top-fund", year = 2009, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "BICSE Letter Report on Evaluating the Effects of TIMSS", url = "https://nap.nationalacademies.org/catalog/9903/bicse-letter-report-on-evaluating-the-effects-of-timss", year = 2000, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Robert Floden and Amy Stephens and Layne Scherer", title = "Changing Expectations for the K-12 Teacher Workforce: Policies, Preservice Education, Professional Development, and the Workplace", isbn = "978-0-309-49903-3", abstract = "Teachers play a critical role in the success of their students, both academically and in regard to long term outcomes such as higher education participation and economic attainment. Expectations for teachers are increasing due to changing learning standards and a rapidly diversifying student population. At the same time, there are perceptions that the teaching workforce may be shifting toward a younger and less experienced demographic. These actual and perceived changes raise important questions about the ways teacher education may need to evolve in order to ensure that educators are able to meet the needs of students and provide them with classroom experiences that will put them on the path to future success.\nChanging Expectations for the K-12 Teacher Workforce: Policies, Preservice Education, Professional Development, and the Workplace explores the impact of the changing landscape of K-12 education and the potential for expansion of effective models, programs, and practices for teacher education. This report explores factors that contribute to understanding the current teacher workforce, changing expectations for teaching and learning, trends and developments in the teacher labor market, preservice teacher education, and opportunities for learning in the\nworkplace and in-service professional development.\n", url = "https://nap.nationalacademies.org/catalog/25603/changing-expectations-for-the-k-12-teacher-workforce-policies-preservice", year = 2020, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Michael J. Feuer and Paul W. Holland and Bert F. Green and Meryl W. Bertenthal and F. Cadell Hemphill", title = "Uncommon Measures: Equivalence and Linkage Among Educational Tests", isbn = "978-0-309-06279-4", abstract = "The issues surrounding the comparability of various tests used to assess performance in schools received broad public attention during congressional debate over the Voluntary National Tests proposed by President Clinton in his 1997 State of the Union Address. Proponents of Voluntary National Tests argue that there is no widely understood, challenging benchmark of individual student performance in 4th-grade reading and 8th-grade mathematics, thus the need for a new test. Opponents argue that a statistical linkage among tests already used by states and districts might provide the sort of comparability called for by the president's proposal.\nPublic Law 105-78 requested that the National Research Council study whether an equivalency scale could be developed that would allow test scores from existing commercial tests and state assessments to be compared with each other and with the National Assessment of Education Progress.\nIn this book, the committee reviewed research literature on the statistical and technical aspects of creating valid links between tests and how the content, use, and purposes of education testing in the United States influences the quality and meaning of those links. The book summarizes relevant prior linkage studies and presents a picture of the diversity of state testing programs. It also looks at the unique characteristics of the National Assessment of Educational Progress.\nUncommon Measures provides an answer to the question posed by Congress in Public Law 105-78, suggests criteria for evaluating the quality of linkages, and calls for further research to determine the level of precision needed to make inferences about linked tests. In arriving at its conclusions, the committee acknowledged that ultimately policymakers and educators must take responsibility for determining the degree of imprecision they are willing to tolerate in testing and linking. This book provides science-based information with which to make those decisions.", url = "https://nap.nationalacademies.org/catalog/6332/uncommon-measures-equivalence-and-linkage-among-educational-tests", year = 1999, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP title = "International Comparative Studies in Education: Descriptions of Selected Large-Scale Assessments and Case Studies", url = "https://nap.nationalacademies.org/catalog/9174/international-comparative-studies-in-education-descriptions-of-selected-large-scale", year = 1995, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP title = "A Framework and Principles for International Comparative Studies in Education", url = "https://nap.nationalacademies.org/catalog/9220/a-framework-and-principles-for-international-comparative-studies-in-education", year = 1990, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine and National Academies of Sciences, Engineering, and Medicine", editor = "Louise Flavahan", title = "Means of Violence: Workshop in Brief", abstract = "In an average day, there are approximately 4,000 violent deaths across the globe. In 1 week, there are 26,000 and in 1 month, 120,000. Workshop speaker James Mercy of the Centers for Disease Control and Prevention highlighted that these figures are directly influenced by the means and methods selected as tools of violence and their degree of lethality; simply put, means matter. The more lethal a given mean or method of violence, the more likely that it will cause a higher burden of both self-directed and interpersonal lethal violence.\nIn order to explore this relationship in greater depth, the Institute of Medicine's Forum on Global Violence Prevention held a workshop on December 18-19, 2014, with the aim of illuminating the lethal means and methods of both self-directed and interpersonal violence. Means of Violence highlights the workshop proceedings outside of the commissioned papers in greater detail while allowing the papers and corresponding presentations to speak for themselves. The commissioned papers referenced in this report can be found on the Resources tab of this catalog page.", url = "https://nap.nationalacademies.org/catalog/21814/means-of-violence-workshop-in-brief", year = 2015, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Michael J. Feuer and Paul W. Holland and Meryl W. Bertenthal and F. Cadelle Hemphill and Bert F. Green", title = "Equivalency and Linkage of Educational Tests: Interim Report", isbn = "978-0-309-06177-3", url = "https://nap.nationalacademies.org/catalog/6209/equivalency-and-linkage-of-educational-tests-interim-report", year = 1998, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP title = "Equivalency and Linkage of Educational Tests: Interim Report", url = "https://nap.nationalacademies.org/catalog/9525/equivalency-and-linkage-of-educational-tests-interim-report", year = 1998, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Andrew C. Porter and Adam Gamoran", title = "Methodological Advances in Cross-National Surveys of Educational Achievement", isbn = "978-0-309-08333-1", abstract = "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?", url = "https://nap.nationalacademies.org/catalog/10322/methodological-advances-in-cross-national-surveys-of-educational-achievement", year = 2002, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Christopher Edley, Jr. and Judith Koenig and Natalie Nielsen and Constance Citro", title = "Monitoring Educational Equity", isbn = "978-0-309-49016-0", abstract = "Disparities in educational attainment among population groups have characterized the United States throughout its history. Education is sometimes characterized as the \"great equalizer,\" but to date, the country has not found ways to successfully address the adverse effects of socioeconomic circumstances, prejudice, and discrimination that suppress performance for some groups.\nTo ensure that the pursuit of equity encompasses both the goals to which the nation aspires for its children and the mechanisms to attain those goals, a revised set of equity indicators is needed. Measures of educational equity often fail to account for the impact of the circumstances in which students live on their academic engagement, academic progress, and educational attainment. Some of the contextual factors that bear on learning include food and housing insecurity, exposure to violence, unsafe neighborhoods, adverse childhood experiences, and exposure to environmental toxins. Consequently, it is difficult to identify when intervention is necessary and how it should function. A revised set of equity indicators should highlight disparities, provide a way to explore potential causes, and point toward possible improvements.\nMonitoring Educational Equity proposes a system of indicators of educational equity and presents recommendations for implementation. This report also serves as a framework to help policy makers better understand and combat inequity in the United States' education system. Disparities in educational opportunities reinforce, and often amplify, disparities in outcomes throughout people's lives. Thus, it is critical to ensure that all students receive comprehensive supports that level the playing field in order to improve the well-being of underrepresented individuals and the nation.", url = "https://nap.nationalacademies.org/catalog/25389/monitoring-educational-equity", year = 2019, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Susan J. Debad", title = "Recognizing and Evaluating Science Teaching in Higher Education: Proceedings of a Workshop–in Brief", abstract = "Student ratings have long been used by many institutions of higher education as a primary form of summative evaluation of teaching. In recent years, studies have brought into question the validity of student ratings, highlighting the need for more effective evaluation methods that recognize and reward evidence-based teaching practices. To begin to frame the national conversation around the reform of teaching evaluation, the Roundtable on Systemic Change in Undergraduate STEM Education convened a 2-day workshop September 11-12, 2019, to discuss issues around recognizing and evaluating science teaching in higher education. Participants included experts in the fields of teaching and learning, as well as faculty from a range of institutional types, engaged in evaluation reform. This publication highlights the presentations of the workshop", url = "https://nap.nationalacademies.org/catalog/25685/recognizing-and-evaluating-science-teaching-in-higher-education-proceedings-of", year = 2020, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "Tests and Teaching Quality: Interim Report", isbn = "978-0-309-06946-5", abstract = "Improving the quality of teaching in elementary and secondary schools is now high on the nation's educational policy agenda. Policy makers at the state and federal levels have focused on initiatives designed to improve the abilities of teachers already in schools and increase the numbers of well-qualified teachers available to fill current and future vacancies.\nTests and Teaching Quality is an interim report of a study investigating the technical, educational, and legal issues surrounding the use of tests for licensing teachers. This report focuses on existing tests and their use.", url = "https://nap.nationalacademies.org/catalog/9788/tests-and-teaching-quality-interim-report", year = 2000, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "Successful K-12 STEM Education: Identifying Effective Approaches in Science, Technology, Engineering, and Mathematics", isbn = "978-0-309-21296-0", abstract = "Science, technology, engineering, and mathematics (STEM) are cultural achievements that reflect our humanity, power our economy, and constitute fundamental aspects of our lives as citizens, consumers, parents, and members of the workforce. Providing all students with access to quality education in the STEM disciplines is important to our nation's competitiveness. However, it is challenging to identify the most successful schools and approaches in the STEM disciplines because success is defined in many ways and can occur in many different types of schools and settings. In addition, it is difficult to determine whether the success of a school's students is caused by actions the school takes or simply related to the population of students in the school.\nSuccessful K-12 STEM Education defines a framework for understanding \"success\" in K-12 STEM education. The book focuses its analysis on the science and mathematics parts of STEM and outlines criteria for identifying effective STEM schools and programs. Because a school's success should be defined by and measured relative to its goals, the book identifies three important goals that share certain elements, including learning STEM content and practices, developing positive dispositions toward STEM, and preparing students to be lifelong learners. A successful STEM program would increase the number of students who ultimately pursue advanced degrees and careers in STEM fields, enhance the STEM-capable workforce, and boost STEM literacy for all students. It is also critical to broaden the participation of women and minorities in STEM fields.\nSuccessful K-12 STEM Education examines the vast landscape of K-12 STEM education by considering different school models, highlighting research on effective STEM education practices, and identifying some conditions that promote and limit school- and student-level success in STEM. The book also looks at where further work is needed to develop appropriate data sources. The book will serve as a guide to policy makers; decision makers at the school and district levels; local, state, and federal government agencies; curriculum developers; educators; and parent and education advocacy groups.", url = "https://nap.nationalacademies.org/catalog/13158/successful-k-12-stem-education-identifying-effective-approaches-in-science", year = 2011, publisher = "The National Academies Press", address = "Washington, DC" }