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 - Alexandra Beatty A2 - Lynn W. Paine A2 - Francisco O. Ramirez TI - Next Steps for TIMSS: Directions for Secondary Analysis SN - DO - 10.17226/6433 PY - 1999 UR - https://nap.nationalacademies.org/catalog/6433/next-steps-for-timss-directions-for-secondary-analysis PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - Now that the initial results of The Third International Mathematics and Science Study (TIMSS) have been released, the Board on International Comparative Studies in Education (BICSE) has turned its attention to what happens next. The TIMSS data are potentially useful to researchers, policy makers, practitioners, and others interested in evidence regarding factors that influence student learning. But although the study has produced a remarkable volume of intriguing data, it is by no means complete. Scholarly review of the initial data, evaluations of claims based on the data, and follow-up secondary analysis based on the primary findings are all integral parts of a study of this magnitude, but the bulk of this very important work has not yet begun. Because of the board's serious concern that this necessary work has not been undertaken, or funded, it held a workshop on June 17 and 18, 1998, to explore different perspectives on possible next steps. The workshop was an invaluable opportunity for the board to explore issues and questions it has addressed over the years and to solidify its thinking about many of them. Because the board is convinced of the importance of moving forward with the TIMSS data, it presents in this report both recommendations as to what ought to be done and many of the innovative specific ideas that emerged from the workshop. These recommendations reflect the board's conviction, based on its many years of involvement with and deliberations about TIMSS, that this study is an extremely rich resource for the policy, scholarly, and practice communities, and that all of these groups have a responsibility to take full advantage of it. The recommendations and discussion in this report are intended to assist both researchers and funders who are considering further work with TIMSS, and a broader audience of researchers, policy makers, practitioners, and others who have followed the TIMSS results and are eager to use them. This report is, in a sense, the culmination of many years of effort for the board. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine TI - How People Learn II: Learners, Contexts, and Cultures SN - DO - 10.17226/24783 PY - 2018 UR - https://nap.nationalacademies.org/catalog/24783/how-people-learn-ii-learners-contexts-and-cultures PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - 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. In 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. Since 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. How 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. ER - TY - BOOK AU - National Research Council A2 - Margaret A. Honey A2 - Margaret L. Hilton TI - Learning Science Through Computer Games and Simulations SN - DO - 10.17226/13078 PY - 2011 UR - https://nap.nationalacademies.org/catalog/13078/learning-science-through-computer-games-and-simulations PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - At a time when scientific and technological competence is vital to the nation's future, the weak performance of U.S. students in science reflects the uneven quality of current science education. Although young children come to school with innate curiosity and intuitive ideas about the world around them, science classes rarely tap this potential. Many experts have called for a new approach to science education, based on recent and ongoing research on teaching and learning. In this approach, simulations and games could play a significant role by addressing many goals and mechanisms for learning science: the motivation to learn science, conceptual understanding, science process skills, understanding of the nature of science, scientific discourse and argumentation, and identification with science and science learning. To explore this potential, Learning Science: Computer Games, Simulations, and Education, reviews the available research on learning science through interaction with digital simulations and games. It considers the potential of digital games and simulations to contribute to learning science in schools, in informal out-of-school settings, and everyday life. The book also identifies the areas in which more research and research-based development is needed to fully capitalize on this potential. Learning Science will guide academic researchers; developers, publishers, and entrepreneurs from the digital simulation and gaming community; and education practitioners and policy makers toward the formation of research and development partnerships that will facilitate rich intellectual collaboration. Industry, government agencies and foundations will play a significant role through start-up and ongoing support to ensure that digital games and simulations will not only excite and entertain, but also motivate and educate. ER - TY - BOOK AU - National Research Council A2 - Iris R. Weiss A2 - Michael S. Knapp A2 - Karen S. Hollweg A2 - Gail Burrill TI - Investigating the Influence of Standards: A Framework for Research in Mathematics, Science, and Technology Education SN - DO - 10.17226/10023 PY - 2002 UR - https://nap.nationalacademies.org/catalog/10023/investigating-the-influence-of-standards-a-framework-for-research-in PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - Since 1989, with the publication of Curriculum and Evaluation Standards for Mathematics by the National Council of Teachers of Mathematics, standards have been at the forefront of the education reform movement in the United States. The mathematics standards, which were revised in 2000, have been joined by standards in many subjects, including the National Research Council's National Science Education Standards published in 1996 and the Standards for Technical Literacy issued by the International Technology Education Association in 2000. There is no doubt that standards have begun to influence the education system. The question remains, however, what the nature of that influence is and, most importantly, whether standards truly improve student learning. To answer those questions, one must begin to examine the ways in which components of the system have been influenced by the standards. Investigating the Influence of Standards provides a framework to guide the design, conduct, and interpretation of research regarding the influences of nationally promulgated standards in mathematics, science, and technology education on student learning. Researchers and consumers of research such as teachers, teacher educators, and administrators will find the framework useful as they work toward developing an understanding of the influence of standards. ER - TY - BOOK AU - National Research Council TI - Enhancing Human Performance: Background Papers, Learning During Sleep SN - DO - 10.17226/780 PY - 1988 UR - https://nap.nationalacademies.org/catalog/780/enhancing-human-performance-background-papers-learning-during-sleep PB - The National Academies Press CY - Washington, DC LA - English KW - Behavioral and Social Sciences AB - 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. ER - TY - BOOK AU - National Research Council A2 - J. Myron Atkin A2 - Paul Black A2 - Janet Coffey TI - Classroom Assessment and the National Science Education Standards SN - DO - 10.17226/9847 PY - 2001 UR - https://nap.nationalacademies.org/catalog/9847/classroom-assessment-and-the-national-science-education-standards PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - The National Science Education Standards address not only what students should learn about science but also how their learning should be assessed. How do we know what they know? This accompanying volume to the Standards focuses on a key kind of assessment: the evaluation that occurs regularly in the classroom, by the teacher and his or her students as interacting participants. As students conduct experiments, for example, the teacher circulates around the room and asks individuals about their findings, using the feedback to adjust lessons plans and take other actions to boost learning. Focusing on the teacher as the primary player in assessment, the book offers assessment guidelines and explores how they can be adapted to the individual classroom. It features examples, definitions, illustrative vignettes, and practical suggestions to help teachers obtain the greatest benefit from this daily evaluation and tailoring process. The volume discusses how classroom assessment differs from conventional testing and grading-and how it fits into the larger, comprehensive assessment system. ER - TY - BOOK TI - How People Learn: Brain, Mind, Experience, and School DO - 10.17226/6160 PY - 1999 UR - https://nap.nationalacademies.org/catalog/6160/how-people-learn-brain-mind-experience-and-school PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - 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? This book offers exciting new research about the mind and the brain that provides answers to these and other questions. 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. If education is to help students make sense of their surroundings and ready them for the challenges of the technology-driven, internationally competitive world, then it must be based on what we know about learning from science. In that light, this book will be of significant professional interest to teachers, education policymakers and administrators, and curriculum developers. ER - TY - BOOK AU - National Research Council TI - Improving Adult Literacy Instruction: Supporting Learning and Motivation DO - 10.17226/13469 PY - 2012 UR - https://nap.nationalacademies.org/catalog/13469/improving-adult-literacy-instruction-supporting-learning-and-motivation PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - Virtually everyone needs a high level of literacy in both print and digital media to negotiate most aspects of 21st century life-succeeding in a competitive job market, supporting a family, navigating health information, and participating in civic activities. Yet, according to a recent survey estimate, more than 90 million adults in the United States lack the literacy skills needed for fully productive and secure lives. At the request of the U.S. Department of Education, the National Research Council convened a committee of experts from many disciplines to synthesize research on literacy and learning in order to improve instruction for those served in adult education in the U.S. The committee's report, Improving Adult Literacy Instruction: Options for Practice and Research, recommends a program of research and innovation to gain a better understanding of adult literacy learners, improve instruction, and create the supports adults need for learning and achievement. Improving Adult Literacy Instruction: Supporting Learning and Motivation, which is based on the report, describes principles of effective instruction to guide those who design and administer adult literacy programs and courses. It also explores ways to motivate learners to persist in their studies, which is crucial given the thousands of hours of study and practice required to become proficient.The booklet concludes with a look at technologies that show promise for supporting individual learners and freeing busy adults from having to be in a particular place in order to practice their literacy skills. Although this booklet is not intended as a "how to" manual for instructors, teachers may also find the information presented here to be helpful as they plan and deliver instruction. ER - TY - BOOK AU - National Research Council A2 - Steve Leinwand A2 - Gail Burrill TI - Improving Mathematics Education: Resources for Decision Making SN - DO - 10.17226/10268 PY - 2001 UR - https://nap.nationalacademies.org/catalog/10268/improving-mathematics-education-resources-for-decision-making PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - Improving Mathematics Education has been designed to help inform stakeholders about the decisions they face, to point to recent research findings, and to provide access to the most recent thinking of experts on issues of national concern in mathematics education. The essence of the report is that information is available to help those charged with improving student achievement in mathematics. The documents cited above can guide those who make decisions about content, learning, teaching, and assessment. The report is organized around five key questions: What should we teach, given what we know and value about mathematics and its roles? How should we teach so children learn, given what we know about students, mathematics, and how people learn mathematics? What preparation and support do teachers need? How do we know whether what we are doing is working? What must change? Each of the five main chapters in this report considers a key area of mathematics education and describes the core messages of current publication(s) in that area. To maintain the integrity of each report's recommendations, we used direct quotes and the terminology defined and used in that report. If the wording or terminology seems to need clarification, the committee refers the reader directly to the original document. Because these areas are interdependent, the documents often offer recommendations related to several different areas. While the individual documents are discussed under only one of the components in Improving Mathematics Education, the reader should recognize that each document may have a broader scope. In general, the references in this report should serve as a starting point for the interested reader, who can refer to the original documents for fuller discussions of the recommendations and, in some cases, suggestions for implementation. Improving Mathematics Education is designed to help educators build a critical knowledge base about mathematics education, recognizing that the future of the nation's students is integrally intertwined with the decisions we make (or fail to make) about the mathematics education they receive. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Rajul Pandya A2 - Kenne Ann Dibner TI - Learning Through Citizen Science: Enhancing Opportunities by Design SN - DO - 10.17226/25183 PY - 2018 UR - https://nap.nationalacademies.org/catalog/25183/learning-through-citizen-science-enhancing-opportunities-by-design PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - In the last twenty years, citizen science has blossomed as a way to engage a broad range of individuals in doing science. Citizen science projects focus on, but are not limited to, nonscientists participating in the processes of scientific research, with the intended goal of advancing and using scientific knowledge. A rich range of projects extend this focus in myriad directions, and the boundaries of citizen science as a field are not clearly delineated. Citizen science involves a growing community of professional practitioners, participants, and stakeholders, and a thriving collection of projects. While citizen science is often recognized for its potential to engage the public in science, it is also uniquely positioned to support and extend participants' learning in science. Contemporary understandings of science learning continue to advance. Indeed, modern theories of learning recognize that science learning is complex and multifaceted. Learning is affected by factors that are individual, social, cultural, and institutional, and learning occurs in virtually any context and at every age. Current understandings of science learning also suggest that science learning extends well beyond content knowledge in a domain to include understanding of the nature and methods of science. Learning Through Citizen Science: Enhancing Opportunities by Design discusses the potential of citizen science to support science learning and identifies promising practices and programs that exemplify the promising practices. This report also lays out a research agenda that can fill gaps in the current understanding of how citizen science can support science learning and enhance science education. ER - TY - BOOK AU - National Research Council TI - Improving Student Learning: A Strategic Plan for Education Research and Its Utilization SN - DO - 10.17226/6488 PY - 1999 UR - https://nap.nationalacademies.org/catalog/6488/improving-student-learning-a-strategic-plan-for-education-research-and PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - The state of America's schools is a major concern of policymakers, educators, and parents, and new programs and ideas are constantly proposed to improve it. Yet few of these programs and ideas are based on strong research about students and teachers—about learning and teaching. Even when there is solid knowledge, the task of importing it into more than one million classrooms is daunting. Improving Student Learning responds by proposing an ambitious and extraordinary plan: a strategic education research program that would focus on four key questions: How can advances in research on learning be incorporated into educational practice? How can student motivation to achieve in school be increased? How can schools become organizations capable of continuous improvement? How can the use of research knowledge be increased in schools? This book is the springboard for a year-long discussion among educators, researchers, policy makers, and the potential funders—federal, state, and private—of the proposed strategic education research program. The committee offers suggestions for designing, organizing, and managing an effective strategic education research program by building a structure of interrelated networks. The book highlights such issues as how teachers can help students overcome their conceptions about how the world works, the effect of expectations on school performance, and the particular challenges of teaching children from diverse and disadvantaged backgrounds. In the midst of a cacophony of voices about America's schools, this book offers a serious, long-range proposal for meeting the challenges of educating the nation's children. ER - TY - BOOK AU - National Research Council A2 - Philip Bell A2 - Bruce Lewenstein A2 - Andrew W. Shouse A2 - Michael A. Feder TI - Learning Science in Informal Environments: People, Places, and Pursuits SN - DO - 10.17226/12190 PY - 2009 UR - https://nap.nationalacademies.org/catalog/12190/learning-science-in-informal-environments-people-places-and-pursuits PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - Informal science is a burgeoning field that operates across a broad range of venues and envisages learning outcomes for individuals, schools, families, and society. The evidence base that describes informal science, its promise, and effects is informed by a range of disciplines and perspectives, including field-based research, visitor studies, and psychological and anthropological studies of learning. Learning Science in Informal Environments draws together disparate literatures, synthesizes the state of knowledge, and articulates a common framework for the next generation of research on learning science in informal environments across a life span. Contributors include recognized experts in a range of disciplines—research and evaluation, exhibit designers, program developers, and educators. They also have experience in a range of settings—museums, after-school programs, science and technology centers, media enterprises, aquariums, zoos, state parks, and botanical gardens. Learning Science in Informal Environments is an invaluable guide for program and exhibit designers, evaluators, staff of science-rich informal learning institutions and community-based organizations, scientists interested in educational outreach, federal science agency education staff, and K-12 science educators. ER - TY - BOOK AU - National Academy of Engineering TI - Developing Metrics for Assessing Engineering Instruction: What Gets Measured Is What Gets Improved SN - DO - 10.17226/12636 PY - 2009 UR - https://nap.nationalacademies.org/catalog/12636/developing-metrics-for-assessing-engineering-instruction-what-gets-measured-is PB - The National Academies Press CY - Washington, DC LA - English KW - Engineering and Technology KW - Education AB - Faculty in all disciplines must continually prioritize their time to reflect the many demands of their faculty obligations, but they must also prioritize their efforts in ways that will improve the prospects of career advancement. The current perception is that research contributions are the most important measure with respect to faculty promotion and tenure decisions, and that teaching effectiveness is less valued--regardless of the stated weighting of research, teaching and service. In addition, methods for assessing research accomplishments are well established, even though imperfect, whereas metrics for assessing teaching, learning, and instructional effectiveness are not as well defined or well established. Developing Metrics for Assessing Engineering Instruction provides a concise description of a process to develop and institute a valid and acceptable means of measuring teaching effectiveness in order to foster greater acceptance and rewards for faculty efforts to improve their performance of the teaching role that makes up a part of their faculty responsibility. Although the focus of this book is in the area of engineering, the concepts and approaches are applicable to all fields in higher education. ER - TY - BOOK AU - National Research Council A2 - Dean R. Gerstein A2 - Lawrence W. Green TI - Preventing Drug Abuse: What Do We Know? SN - DO - 10.17226/1883 PY - 1993 UR - https://nap.nationalacademies.org/catalog/1883/preventing-drug-abuse-what-do-we-know PB - The National Academies Press CY - Washington, DC LA - English KW - Health and Medicine AB - As the nation's drug crisis has deepened, public and private agencies have invested huge sums of money in prevention efforts. Are the resulting programs effective? What do we need to know to make them more effective? This book provides a comprehensive overview on what we know about drug abuse prevention and its effectiveness, including: Results of a wide range of antidrug efforts. The role and effectiveness of mass media in preventing drug use. A profile of the drug problem, including a look at drug use by different population groups. A review of three major schools of prevention theory--risk factor reduction, developmental change, and social influence. An examination of promising prevention techniques from other areas of health and human services. This volume offers provocative findings on the connection between low self-esteem and drug use, the role of schools, the reality of changing drug use in the population, and more. Preventing Drug Abuse will be indispensable to anyone involved in the search for solutions, including policymakers, anti-drug program developers and administrators, and researchers. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Justin Snair A2 - Matthew Masiello A2 - Margaret McCarthy A2 - Lisa Brown TI - Building Trust in Public Health Emergency Preparedness and Response (PHEPR) Science: Proceedings of a Workshop–in Brief DO - 10.17226/26658 PY - 2022 UR - https://nap.nationalacademies.org/catalog/26658/building-trust-in-public-health-emergency-preparedness-and-response-phepr-science PB - The National Academies Press CY - Washington, DC LA - English KW - Health and Medicine AB - On March 29-30, 2022, the National Academies of Sciences, Engineering, and Medicine hosted a workshop aimed at examining the roles of trust and trustworthiness in the public health emergency and response (PHEPR) science enterprise - the institutions, the research process, and the researchers and practitioners - across the continuum of pre-event, event, response, and mitigation. The first day examined issues of trust in PHEPR science, where they originate, and what can be done to build and maintain trust in public health agencies. The second day shifted discussions to communication and strategies to address misinformation and ensure clear understanding of public health communications. The final session allowed workshop participants and public attendees - through an interactive Miro board session - to reflect on workshop discussions and share strategies to build public trust over the next 5 years. This Proceedings of a Workshop-in Brief summarizes the presentations and discussions that occurred at the workshop. ER - TY - BOOK AU - National Research Council A2 - Alexandra Beatty A2 - Judith A. Koenig TI - Key National Education Indicators: Workshop Summary SN - DO - 10.17226/13453 PY - 2012 UR - https://nap.nationalacademies.org/catalog/13453/key-national-education-indicators-workshop-summary PB - The National Academies Press CY - Washington, DC LA - English KW - Education KW - Behavioral and Social Sciences KW - Surveys and Statistics AB - 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. To 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. This 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. ER - TY - BOOK AU - Institute of Medicine AU - National Research Council A2 - Steve Olson TI - From Neurons to Neighborhoods: An Update: Workshop Summary SN - DO - 10.17226/13119 PY - 2012 UR - https://nap.nationalacademies.org/catalog/13119/from-neurons-to-neighborhoods-an-update-workshop-summary PB - The National Academies Press CY - Washington, DC LA - English KW - Behavioral and Social Sciences KW - Education AB - From Neurons to Neighborhoods: An Update: Workshop Summary is based on the original study From Neurons to Neighborhoods: Early Childhood Development, which released in October of 2000. From the time of the original publication's release, much has occurred to cause a fundamental reexamination of the nation's response to the needs of young children and families, drawing upon a wealth of scientific knowledge that has emerged in recent decades. The study shaped policy agendas and intervention efforts at national, state, and local levels. It captured a gratifying level of attention in the United States and around the world and has helped to foster a highly dynamic and increasingly visible science of early childhood development. It contributed to a growing public understanding of the foundational importance of the early childhood years and has stimulated a global conversation about the unmet needs of millions of young children. Ten years later, the Board on Children, Youth, and Families of the Institute of Medicine (IOM) and the National Research Council (NRC) held a 2-day workshop in Washington, D.C., to review and commemorate a decade of advances related to the mission of the report. The workshop began with a series of highly interactive breakout sessions in which experts in early childhood development examined the four organizing themes of the original report and identified both measurable progress and remaining challenges. The second day of the workshop, speakers chosen for their diverse perspectives on early childhood research and policy issues discussed how to build on the accomplishments of the past decade and to launch the next era in early childhood science, policy, and practice. From Neurons to Neighborhoods: An Update: Workshop Summary emphasizes that there is a single, integrated science of early childhood development despite the extent to which it is carved up and divided among a diversity of professional disciplines, policy sectors, and service delivery systems. While much work still remains to be done to reach this goal, the 2010 workshop demonstrated both the promise of this integrated science and the rich diversity of contributions to that science. ER - TY - BOOK AU - National Research Council TI - Review and Assessment of the Health and Productivity Benefits of Green Schools: An Interim Report SN - DO - 10.17226/11574 PY - 2006 UR - https://nap.nationalacademies.org/catalog/11574/review-and-assessment-of-the-health-and-productivity-benefits-of-green-schools PB - The National Academies Press CY - Washington, DC LA - English KW - Education KW - Health and Medicine AB - Some educational professionals have suggested that so-called green schools would result in superior performance and increased health for students and teachers. While there is no commonly accepted definition of a green school, there are a number of attributes that such schools appear to have: low cost operations, security, healthy and comfortable, and an environment that enhances learning are among them. To determine the health and productivity benefits of green schools, the Massachusetts Technology Collaborative, the Barr and Kendall Foundations, the Connecticut Clean Energy Fund, and the U.S. Green Building Council asked the NRC to examine available studies about the effects of green schools on student learning and teacher productivity. This interim report presents an evaluation of evidence for relationships between various health, learning, and productivity outcomes and five characteristics of green schools: the building envelope, ventilation, lighting, acoustics, and condition. The final report will present evaluations for additional characteristics, a synthesis of the results of all assessments, and promising areas of research. ER - TY - BOOK AU - National Research Council A2 - John B. Casterline TI - Diffusion Processes and Fertility Transition: Selected Perspectives SN - DO - 10.17226/10228 PY - 2001 UR - https://nap.nationalacademies.org/catalog/10228/diffusion-processes-and-fertility-transition-selected-perspectives PB - The National Academies Press CY - Washington, DC LA - English KW - Behavioral and Social Sciences AB - This volume is part of an effort to review what is known about the determinants of fertility transition in developing countries and to identify lessons that might lead to policies aimed at lowering fertility. It addresses the roles of diffusion processes, ideational change, social networks, and mass communications in changing behavior and values, especially as related to childbearing. A new body of empirical research is currently emerging from studies of social networks in Asia (Thailand, Taiwan, Korea), Latin America (Costa Rica), and Sub-Saharan Africa (Kenya, Malawi, Ghana). Given the potential significance of social interactions to the design of effective family planning programs in high-fertility settings, efforts to synthesize this emerging body of literature are clearly important. ER -