@BOOK{NAP author = "National Research Council", editor = "Beryl Lieff Benderly and Lois Peterson Kent", title = "Building Infrastructure for International Collaborative Research in the Social and Behavioral Sciences: Summary of a Workshop", isbn = "978-0-309-31345-2", abstract = "In recent years, as science becomes increasingly international and collaborative, the importance of projects that involve research teams and research subjects from different countries has grown markedly. Such teams often cross disciplinary, cultural, geographic and linguistic borders as well as national ones. Successfully planning and carrying out such efforts can result in substantial advantages for both science and scientists. The participating researchers, however, also face significant intellectual, bureaucratic, organizational and interpersonal challenges.\nBuilding Infrastructure for International Collaborative Research in the Social and Behavioral Sciences is the summary of a workshop convened by the National Research Council's Committee on International Collaborations in Social and Behavioral Sciences in September 2013 to identify ways to reduce impediments and to increase access to cross-national research collaborations among a broad range of American scholars in the behavioral and social sciences (and education), especially early career scholars. Over the course of two and a half days, individuals from universities and federal agencies, professional organizations, and other parties with interests in international collaboration in the behavior and social sciences and education made presentations and participated in discussions. They came from diverse fields including cognitive psychology, developmental psychology, comparative education, educational anthropology, sociology, organizational psychology, the health sciences, international development studies, higher education administration, and international exchange.", url = "https://nap.nationalacademies.org/catalog/18970/building-infrastructure-for-international-collaborative-research-in-the-social-and-behavioral-sciences", year = 2014, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Michael Hout and Stuart W. Elliott", title = "Incentives and Test-Based Accountability in Education", isbn = "978-0-309-12814-8", abstract = "In recent years there have been increasing efforts to use accountability systems based on large-scale tests of students as a mechanism for improving student achievement. The federal No Child Left Behind Act (NCLB) is a prominent example of such an effort, but it is only the continuation of a steady trend toward greater test-based accountability in education that has been going on for decades. Over time, such accountability systems included ever-stronger incentives to motivate school administrators, teachers, and students to perform better. \nIncentives and Test-Based Accountability in Education reviews and synthesizes relevant research from economics, psychology, education, and related fields about how incentives work in educational accountability systems. The book helps identify circumstances in which test-based incentives may have a positive or a negative impact on student learning and offers recommendations for how to improve current test-based accountability policies. The most important directions for further research are also highlighted. \nFor the first time, research and theory on incentives from the fields of economics, psychology, and educational measurement have all been pulled together and synthesized. Incentives and Test-Based Accountability in Education will inform people about the motivation of educators and students and inform policy discussions about NCLB and state accountability systems. Education researchers, K-12 school administrators and teachers, as well as graduate students studying education policy and educational measurement will use this book to learn more about the motivation of educators and students. Education policy makers at all levels of government will rely on this book to inform policy discussions about NCLB and state accountability systems.", url = "https://nap.nationalacademies.org/catalog/12521/incentives-and-test-based-accountability-in-education", year = 2011, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Barbara T. Bowman and M. Suzanne Donovan and M. Susan Burns", title = "Eager to Learn: Educating Our Preschoolers", isbn = "978-0-309-27423-4", abstract = "Clearly babies come into the world remarkably receptive to its wonders. Their alertness to sights, sounds, and even abstract concepts makes them inquisitive explorers\u2014and learners\u2014every waking minute. Well before formal schooling begins, children's early experiences lay the foundations for their later social behavior, emotional regulation, and literacy. Yet, for a variety of reasons, far too little attention is given to the quality of these crucial years. Outmoded theories, outdated facts, and undersized budgets all play a part in the uneven quality of early childhood programs throughout our country.\nWhat will it take to provide better early education and care for our children between the ages of two and five? Eager to Learn explores this crucial question, synthesizing the newest research findings on how young children learn and the impact of early learning. Key discoveries in how young children learn are reviewed in language accessible to parents as well as educators: findings about the interplay of biology and environment, variations in learning among individuals and children from different social and economic groups, and the importance of health, safety, nutrition and interpersonal warmth to early learning. Perhaps most significant, the book documents how very early in life learning really begins. Valuable conclusions and recommendations are presented in the areas of the teacher-child relationship, the organization and content of curriculum, meeting the needs of those children most at risk of school failure, teacher preparation, assessment of teaching and learning, and more. The book discusses:\n\n Evidence for competing theories, models, and approaches in the field and a hard look at some day-to-day practices and activities generally used in preschool.\n The role of the teacher, the importance of peer interactions, and other relationships in the child's life.\n Learning needs of minority children, children with disabilities, and other special groups.\n Approaches to assessing young children's learning for the purposes of policy decisions, diagnosis of educational difficulties, and instructional planning.\n Preparation and continuing development of teachers.\n\nEager to Learn presents a comprehensive, coherent picture of early childhood learning, along with a clear path toward improving this important stage of life for all children.", url = "https://nap.nationalacademies.org/catalog/9745/eager-to-learn-educating-our-preschoolers", year = 2001, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Daniel Druckman and Robert A. Bjork", title = "Learning, Remembering, Believing: Enhancing Human Performance", isbn = "978-0-309-04993-1", abstract = "Can such techniques as sleep learning and hypnosis improve performance? Do we sometimes confuse familiarity with mastery? Can we learn without making mistakes? These questions apply in the classroom, in the military, and on the assembly line.\nLearning, Remembering, Believing addresses these and other key issues in learning and performance. The volume presents leading-edge theories and findings from a wide range of research settings: from pilots learning to fly to children learning about physics by throwing beanbags. Common folklore is explored, and promising research directions are identified. The authors also continue themes from their first two volumes: Enhancing Human Performance (1988) and In the Mind's Eye (1991).\nThe result is a thorough and readable review of:\n\n Learning and remembering. The volume evaluates the effects of subjective experience on learning\u2014why we often overestimate what we know, why we may not need a close match between training settings and real-world tasks, and why we experience such phenomena as illusory remembering and unconscious plagiarism.\n Learning and performing in teams. The authors discuss cooperative learning in different age groups and contexts. Current views on team performance are presented, including how team-learning processes can be improved and whether team-building interventions are effective.\n Mental and emotional states. This is a critical review of the evidence that learning is affected by state of mind. Topics include hypnosis, meditation, sleep learning, restricted environmental stimulation, and self-confidence and the self-efficacy theory of learning.\n New directions. The volume looks at two new ideas for improving performance: emotions induced by another person\u2014socially induced affect\u2014and strategies for controlling one's thoughts. The committee also considers factors inherent in organizations\u2014workplaces, educational facilities, and the military\u2014that affect whether and how they implement training programs.\n\nLearning, Remembering, Believing offers an understanding of human learning that will be useful to training specialists, psychologists, educators, managers, and individuals interested in all dimensions of human performance.", url = "https://nap.nationalacademies.org/catalog/2303/learning-remembering-believing-enhancing-human-performance", year = 1994, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", title = "How People Learn II: Learners, Contexts, and Cultures", isbn = "978-0-309-45964-8", abstract = "There are many reasons to be curious about the way people learn, and the past several decades have seen an explosion of research that has important implications for individual learning, schooling, workforce training, and policy.\nIn 2000, How People Learn: Brain, Mind, Experience, and School: Expanded Edition was published and its influence has been wide and deep. The report summarized insights on the nature of learning in school-aged children; described principles for the design of effective learning environments; and provided examples of how that could be implemented in the classroom.\nSince then, researchers have continued to investigate the nature of learning and have generated new findings related to the neurological processes involved in learning, individual and cultural variability related to learning, and educational technologies. In addition to expanding scientific understanding of the mechanisms of learning and how the brain adapts throughout the lifespan, there have been important discoveries about influences on learning, particularly sociocultural factors and the structure of learning environments.\nHow People Learn II: Learners, Contexts, and Cultures provides a much-needed update incorporating insights gained from this research over the past decade. The book expands on the foundation laid out in the 2000 report and takes an in-depth look at the constellation of influences that affect individual learning. How People Learn II will become an indispensable resource to understand learning throughout the lifespan for educators of students and adults.", url = "https://nap.nationalacademies.org/catalog/24783/how-people-learn-ii-learners-contexts-and-cultures", year = 2018, 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 Research Council", title = "Enhancing Human Performance: Background Papers, Learning During Sleep", isbn = "978-0-309-07806-1", abstract = "Is it possible for people to register and retain what is said in their presence while they sleep? If it is possible, is the learning that takes place during sleep efficient enough to be of practical as well as theoretical significance? These are the questions of chief concern in this paper. To address these issues, the second section of the paper summarizes research dealing with a number of variables that may have an important influence on sleep learning. In the third section, some tentative conclusions concerning the possibility and practicality of learning during sleep are outlined.", url = "https://nap.nationalacademies.org/catalog/780/enhancing-human-performance-background-papers-learning-during-sleep", year = 1988, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP title = "Final Report of the Committee on Scientific Problems of Human Migration: Report and Circular Series of the National Research Council", url = "https://nap.nationalacademies.org/catalog/9560/final-report-of-the-committee-on-scientific-problems-of-human-migration", year = 1929, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP title = "Education and Learning to Think", isbn = "978-0-309-03785-3", abstract = "The economic and social challenges confronting the nation today demand that all citizens acquire and learn to use complex reasoning and thinking skills. Education and Learning to Think confronts the issues facing our schools as they take on this mission. This volume reviews previous research, highlights successful learning strategies, and makes specific recommendations about problems and directions requiring further study. Among the topics covered are the nature of thinking and learning, the possibilities of teaching general reasoning, the attempts to improve intelligence, thinking skills in academic disciplines, methods of cultivating the disposition toward higher order thinking and learning, and the integral role motivation plays in these activities.", url = "https://nap.nationalacademies.org/catalog/1032/education-and-learning-to-think", year = 1987, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Catherine E. Snow and M. Susan Burns and Peg Griffin", title = "Preventing Reading Difficulties in Young Children", isbn = "978-0-309-06418-7", abstract = "While most children learn to read fairly well, there remain many young Americans whose futures are imperiled because they do not read well enough to meet the demands of our competitive, technology-driven society. This book explores the problem within the context of social, historical, cultural, and biological factors.\nRecommendations address the identification of groups of children at risk, effective instruction for the preschool and early grades, effective approaches to dialects and bilingualism, the importance of these findings for the professional development of teachers, and gaps that remain in our understanding of how children learn to read. Implications for parents, teachers, schools, communities, the media, and government at all levels are discussed.\nThe book examines the epidemiology of reading problems and introduces the concepts used by experts in the field. In a clear and readable narrative, word identification, comprehension, and other processes in normal reading development are discussed.\nAgainst the background of normal progress, Preventing Reading Difficulties in Young Children examines factors that put children at risk of poor reading. It explores in detail how literacy can be fostered from birth through kindergarten and the primary grades, including evaluation of philosophies, systems, and materials commonly used to teach reading.", url = "https://nap.nationalacademies.org/catalog/6023/preventing-reading-difficulties-in-young-children", year = 1998, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "Improving Indicators of the Quality of Science and Mathematics Education in Grades K-12", isbn = "978-0-309-03740-2", abstract = "This book presents a carefully developed monitoring system to track the progress of mathematics and science education, particularly the effects of ongoing efforts to improve students' scientific knowledge and mathematics competency. It describes an improved series of indicators to assess student learning, curriculum quality, teaching effectiveness, student behavior, and financial and leadership support for mathematics and science education. Of special interest is a critical review of current testing methods and their use in probing higher-order skills and evaluating educational quality.", url = "https://nap.nationalacademies.org/catalog/988/improving-indicators-of-the-quality-of-science-and-mathematics-education-in-grades-k-12", year = 1988, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP title = "Research Recommendations of the Second Conference on Problems of the Deaf and Hard of Hearing: Reprint and Circular Series of the National Research Council", url = "https://nap.nationalacademies.org/catalog/9563/research-recommendations-of-the-second-conference-on-problems-of-the-deaf-and-hard-of-hearing", year = 1929, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Susan R. Singer and Natalie R. Nielsen and Heidi A. Schweingruber", title = "Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering", isbn = "978-0-309-25411-3", abstract = "The National Science Foundation funded a synthesis study on the status, contributions, and future direction of discipline-based education research (DBER) in physics, biological sciences, geosciences, and chemistry. DBER combines knowledge of teaching and learning with deep knowledge of discipline-specific science content. It describes the discipline-specific difficulties learners face and the specialized intellectual and instructional resources that can facilitate student understanding.\nDiscipline-Based Education Research is based on a 30-month study built on two workshops held in 2008 to explore evidence on promising practices in undergraduate science, technology, engineering, and mathematics (STEM) education. This book asks questions that are essential to advancing DBER and broadening its impact on undergraduate science teaching and learning. The book provides empirical research on undergraduate teaching and learning in the sciences, explores the extent to which this research currently influences undergraduate instruction, and identifies the intellectual and material resources required to further develop DBER.\nDiscipline-Based Education Research provides guidance for future DBER research. In addition, the findings and recommendations of this report may invite, if not assist, post-secondary institutions to increase interest and research activity in DBER and improve its quality and usefulness across all natural science disciples, as well as guide instruction and assessment across natural science courses to improve student learning. The book brings greater focus to issues of student attrition in the natural sciences that are related to the quality of instruction. Discipline-Based Education Research will be of interest to educators, policy makers, researchers, scholars, decision makers in universities, government agencies, curriculum developers, research sponsors, and education advocacy groups.", url = "https://nap.nationalacademies.org/catalog/13362/discipline-based-education-research-understanding-and-improving-learning-in-undergraduate", year = 2012, 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 Academies of Sciences, Engineering, and Medicine", editor = "Melissa G. French and Joe Alper", title = "Communicating Clearly About Medicines: Proceedings of a Workshop—in Brief", abstract = "On November 17, 2016, the Roundtable on Health Literacy of the National Academies of Sciences, Engineering, and Medicine convened a workshop on communicating clearly about medicines. The workshop focused on the clarity of written information given to patients and consumers as printed or digital materials. Participants explored the design of health-literate written materials and examples that illustrated implementation of research into the development of these materials. This publication summarizes the presentations and discussions from the workshop.", url = "https://nap.nationalacademies.org/catalog/24785/communicating-clearly-about-medicines-proceedings-of-a-workshop-in-brief", year = 2017, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine and National Research Council", editor = "Steve Olson", title = "Building Capacity to Reduce Bullying: Workshop in Brief", abstract = "On April 9-10, 2014, the Board on Children, Youth, and Families of the Institute of Medicine and the National Research Council held a 2-day workshop titled \"Building Capacity to Reduce Bullying and Its Impact on Youth Across the Lifecourse.\" The purpose of this workshop was to bring together representatives of key sectors involved in bullying prevention to identify the conceptual models and interventions that have proved effective in decreasing bullying, to examine models that could increase protective factors and mitigate the negative effects of bullying, and to explore the appropriate roles of different groups in preventing bullying. This report summarizes the presentations and discussion of the workshop.", url = "https://nap.nationalacademies.org/catalog/21682/building-capacity-to-reduce-bullying-workshop-in-brief", year = 2014, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Lorraine M. McDonnell and Margaret J. McLaughlin and Patricia Morison", title = "Educating One and All: Students with Disabilities and Standards-Based Reform", isbn = "978-0-309-09019-3", abstract = "In the movement toward standards-based education, an important question stands out: How will this reform affect the 10% of school-aged children who have disabilities and thus qualify for special education?\nIn Educating One and All, an expert committee addresses how to reconcile common learning for all students with individualized education for \"one\"\u2014the unique student. The book makes recommendations to states and communities that have adopted standards-based reform and that seek policies and practices to make reform consistent with the requirements of special education.\nThe committee explores the ideas, implementation issues, and legislative initiatives behind the tradition of special education for people with disabilities. It investigates the policy and practice implications of the current reform movement toward high educational standards for all students.\nEducating One and All examines the curricula and expected outcomes of standards-based education and the educational experience of students with disabilities\u2014and identifies points of alignment between the two areas. The volume documents the diverse population of students with disabilities and their school experiences. Because approaches to assessment and accountability are key to standards-based reforms, the committee analyzes how assessment systems currently address students with disabilities, including testing accommodations. The book addresses legal and resource implications, as well as parental participation in children's education.", url = "https://nap.nationalacademies.org/catalog/5788/educating-one-and-all-students-with-disabilities-and-standards-based", year = 1997, publisher = "The National Academies Press", address = "Washington, DC" } @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 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 and Institute of Medicine", title = "Engaging Schools: Fostering High School Students' Motivation to Learn", isbn = "978-0-309-08435-2", abstract = "When it comes to motivating people to learn, disadvantaged urban adolescents are usually perceived as a hard sell. Yet, in a recent MetLife survey, 89 percent of the low-income students claimed \u201cI really want to learn\u201d applied to them.\nWhat is it about the school environment\u2014pedagogy, curriculum, climate, organization\u2014that encourages or discourages engagement in school activities? How do peers, family, and community affect adolescents\u2019 attitudes towards learning? Engaging Schools reviews current research on what shapes adolescents\u2019 school engagement and motivation to learn\u2014including new findings on students\u2019 sense of belonging\u2014and looks at ways these can be used to reform urban high schools. \nThis book discusses what changes hold the greatest promise for increasing students\u2019 motivation to learn in these schools. It looks at various approaches to reform through different methods of instruction and assessment, adjustments in school size, vocational teaching, and other key areas. Examples of innovative schools, classrooms, and out-of-school programs that have proved successful in getting high school kids excited about learning are also included. \n", url = "https://nap.nationalacademies.org/catalog/10421/engaging-schools-fostering-high-school-students-motivation-to-learn", year = 2004, publisher = "The National Academies Press", address = "Washington, DC" }