TY - BOOK AU - National Research Council A2 - Christopher T. Cross A2 - Taniesha A. Woods A2 - Heidi Schweingruber TI - Mathematics Learning in Early Childhood: Paths Toward Excellence and Equity SN - DO - 10.17226/12519 PY - 2009 UR - https://nap.nationalacademies.org/catalog/12519/mathematics-learning-in-early-childhood-paths-toward-excellence-and-equity PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - Early childhood mathematics is vitally important for young children's present and future educational success. Research demonstrates that virtually all young children have the capability to learn and become competent in mathematics. Furthermore, young children enjoy their early informal experiences with mathematics. Unfortunately, many children's potential in mathematics is not fully realized, especially those children who are economically disadvantaged. This is due, in part, to a lack of opportunities to learn mathematics in early childhood settings or through everyday experiences in the home and in their communities. Improvements in early childhood mathematics education can provide young children with the foundation for school success. Relying on a comprehensive review of the research, Mathematics Learning in Early Childhood lays out the critical areas that should be the focus of young children's early mathematics education, explores the extent to which they are currently being incorporated in early childhood settings, and identifies the changes needed to improve the quality of mathematics experiences for young children. This book serves as a call to action to improve the state of early childhood mathematics. It will be especially useful for policy makers and practitioners-those who work directly with children and their families in shaping the policies that affect the education of young children. ER - TY - BOOK AU - National Research Council A2 - M. Suzanne Donovan A2 - John D. Bransford A2 - James W. Pellegrino TI - How People Learn: Bridging Research and Practice SN - DO - 10.17226/9457 PY - 1999 UR - https://nap.nationalacademies.org/catalog/9457/how-people-learn-bridging-research-and-practice PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - How People Learn: Bridging Research and Practice provides a broad overview of research on learners and learning and on teachers and teaching. It expands on the 1999 National Research Council publication How People Learn: Brain, Mind, Experience, and School, Expanded Edition that analyzed the science of learning in infants, educators, experts, and more. In How People Learn: Bridging Research and Practice, the Committee on Learning Research and Educational Practice asks how the insights from research can be incorporated into classroom practice and suggests a research and development agenda that would inform and stimulate the required change. The committee identifies teachers, or classroom practitioners, as the key to change, while acknowledging that change at the classroom level is significantly impacted by overarching public policies. How People Learn: Bridging Research and Practice highlights three key findings about how students gain and retain knowledge and discusses the implications of these findings for teaching and teacher preparation. The highlighted principles of learning are applicable to teacher education and professional development programs as well as to K-12 education. The research-based messages found in this book are clear and directly relevant to classroom practice. It is a useful guide for teachers, administrators, researchers, curriculum specialists, and educational policy makers. ER - TY - BOOK AU - National Research Council TI - How People Learn: Brain, Mind, Experience, and School: Expanded Edition SN - DO - 10.17226/9853 PY - 2000 UR - https://nap.nationalacademies.org/catalog/9853/how-people-learn-brain-mind-experience-and-school-expanded-edition PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods—to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education. ER - TY - BOOK AU - National Research Council A2 - Barbara T. Bowman A2 - M. Suzanne Donovan A2 - M. Susan Burns TI - Eager to Learn: Educating Our Preschoolers SN - DO - 10.17226/9745 PY - 2001 UR - https://nap.nationalacademies.org/catalog/9745/eager-to-learn-educating-our-preschoolers PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - Clearly babies come into the world remarkably receptive to its wonders. Their alertness to sights, sounds, and even abstract concepts makes them inquisitive explorers—and learners—every 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. What 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: 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. The role of the teacher, the importance of peer interactions, and other relationships in the child's life. Learning needs of minority children, children with disabilities, and other special groups. Approaches to assessing young children's learning for the purposes of policy decisions, diagnosis of educational difficulties, and instructional planning. Preparation and continuing development of teachers. Eager 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. ER - TY - BOOK TI - Proceedings of the International Conference on Scientific Information: Two Volumes DO - 10.17226/10866 PY - 1959 UR - https://nap.nationalacademies.org/catalog/10866/proceedings-of-the-international-conference-on-scientific-information-two-volumes PB - The National Academies Press CY - Washington, DC LA - English KW - Policy for Science and Technology AB - The launch of Sputnik caused a flurry of governmental activity in science information. The 1958 International Conference on Scientific Information (ICSI) was held in Washington from Nov. 16-21, 1958 and sponsored by NSF, NAS, and American Documentation Institute, the predecessor to the American Society for Information Science. In 1959, 20,000 copies of the two volume proceedings were published by NAS and included 75 papers (1600 pages) by dozens of pioneers from seven areas such as: Literature and reference needs of scientists Function and effectiveness of A & I services Effectiveness of Monographs, Compendia, and Specialized Centers Organization of information for storage and search: comparative characteristics of existing systems Organization of information for storage and retrospective search: intellectual problems and equipment considerations Organization of information for storage and retrospective search: possibility for a general theory Responsibilities of Government, Societies, Universities, and industry for improved information services and research. It is now an out of print classic in the field of science information studies. ER - TY - BOOK AU - Institute of Medicine TI - Broadening the Base of Treatment for Alcohol Problems SN - DO - 10.17226/1341 PY - 1990 UR - https://nap.nationalacademies.org/catalog/1341/broadening-the-base-of-treatment-for-alcohol-problems PB - The National Academies Press CY - Washington, DC LA - English KW - Health and Medicine AB - In this congressionally mandated study, an expert committee of the Institute of Medicine takes a close look at where treatment for people with alcohol problems seems to be headed, and provides its best advice on how to get there. Careful consideration is given to how the creative growth of treatment can best be encouraged while keeping costs within reasonable limits. Particular attention is devoted to the importance of developing therapeutic approaches that are sensitive to the special needs of the many diverse groups represented among those who have developed problems related to their use of "man's oldest friend and oldest enemy." This book is the most comprehensive examination of alcohol treatment to date. ER -