%0 Book %A National Academies of Sciences, Engineering, and Medicine %E Davis, Elizabeth A. %E Stephens, Amy %T Science and Engineering in Preschool Through Elementary Grades: The Brilliance of Children and the Strengths of Educators %@ 978-0-309-68417-0 %D 2022 %U https://nap.nationalacademies.org/catalog/26215/science-and-engineering-in-preschool-through-elementary-grades-the-brilliance %> https://nap.nationalacademies.org/catalog/26215/science-and-engineering-in-preschool-through-elementary-grades-the-brilliance %I The National Academies Press %C Washington, DC %G English %K Education %P 285 %X Starting in early childhood, children are capable of learning sophisticated science and engineering concepts and engage in disciplinary practices. They are deeply curious about the world around them and eager to investigate the many questions they have about their environment. Educators can develop learning environments that support the development and demonstration of proficiencies in science and engineering, including making connections across the contexts of learning, which can help children see their ideas, interests, and practices as meaningful not just for school, but also in their lives. Unfortunately, in many preschool and elementary schools science gets relatively little attention compared to English language arts and mathematics. In addition, many early childhood and elementary teachers do not have extensive grounding in science and engineering content. Science and Engineering in Preschool through Elementary Grades provides evidence-based guidance on effective approaches to preschool through elementary science and engineering instruction that supports the success of all students. This report evaluates the state of the evidence on learning experiences prior to school; promising instructional approaches and what is needed for implementation to include teacher professional development, curriculum, and instructional materials; and the policies and practices at all levels that constrain or facilitate efforts to enhance preschool through elementary science and engineering. Building a solid foundation in science and engineering in the elementary grades sets the stage for later success, both by sustaining and enhancing students' natural enthusiasm for science and engineering and by establishing the knowledge and skills they need to approach the more challenging topics introduced in later grades. Through evidence-based guidance on effective approaches to preschool through elementary science and engineering instruction, this report will help teachers to support the success of all students. %0 Book %A National Academy of Engineering %A National Academies of Sciences, Engineering, and Medicine %E Moulding, Brett %E Songer, Nancy %E Brenner, Kerry %T Science and Engineering for Grades 6-12: Investigation and Design at the Center %@ 978-0-309-48260-8 %D 2019 %U https://nap.nationalacademies.org/catalog/25216/science-and-engineering-for-grades-6-12-investigation-and-design %> https://nap.nationalacademies.org/catalog/25216/science-and-engineering-for-grades-6-12-investigation-and-design %I The National Academies Press %C Washington, DC %G English %K Education %P 328 %X It is essential for today's students to learn about science and engineering in order to make sense of the world around them and participate as informed members of a democratic society. The skills and ways of thinking that are developed and honed through engaging in scientific and engineering endeavors can be used to engage with evidence in making personal decisions, to participate responsibly in civic life, and to improve and maintain the health of the environment, as well as to prepare for careers that use science and technology. The majority of Americans learn most of what they know about science and engineering as middle and high school students. During these years of rapid change for students' knowledge, attitudes, and interests, they can be engaged in learning science and engineering through schoolwork that piques their curiosity about the phenomena around them in ways that are relevant to their local surroundings and to their culture. Many decades of education research provide strong evidence for effective practices in teaching and learning of science and engineering. One of the effective practices that helps students learn is to engage in science investigation and engineering design. Broad implementation of science investigation and engineering design and other evidence-based practices in middle and high schools can help address present-day and future national challenges, including broadening access to science and engineering for communities who have traditionally been underrepresented and improving students' educational and life experiences. Science and Engineering for Grades 6-12: Investigation and Design at the Center revisits America's Lab Report: Investigations in High School Science in order to consider its discussion of laboratory experiences and teacher and school readiness in an updated context. It considers how to engage today's middle and high school students in doing science and engineering through an analysis of evidence and examples. This report provides guidance for teachers, administrators, creators of instructional resources, and leaders in teacher professional learning on how to support students as they make sense of phenomena, gather and analyze data/information, construct explanations and design solutions, and communicate reasoning to self and others during science investigation and engineering design. It also provides guidance to help educators get started with designing, implementing, and assessing investigation and design. %0 Book %A National Academy of Engineering %A National Academies of Sciences, Engineering, and Medicine %E Malcom, Shirley %E Feder, Michael %T Barriers and Opportunities for 2-Year and 4-Year STEM Degrees: Systemic Change to Support Students' Diverse Pathways %@ 978-0-309-37357-9 %D 2016 %U https://nap.nationalacademies.org/catalog/21739/barriers-and-opportunities-for-2-year-and-4-year-stem-degrees %> https://nap.nationalacademies.org/catalog/21739/barriers-and-opportunities-for-2-year-and-4-year-stem-degrees %I The National Academies Press %C Washington, DC %G English %K Education %P 214 %X Nearly 40 percent of the students entering 2- and 4-year postsecondary institutions indicated their intention to major in science, technology, engineering, and mathematics (STEM) in 2012. But the barriers to students realizing their ambitions are reflected in the fact that about half of those with the intention to earn a STEM bachelor's degree and more than two-thirds intending to earn a STEM associate's degree fail to earn these degrees 4 to 6 years after their initial enrollment. Many of those who do obtain a degree take longer than the advertised length of the programs, thus raising the cost of their education. Are the STEM educational pathways any less efficient than for other fields of study? How might the losses be "stemmed" and greater efficiencies realized? These questions and others are at the heart of this study. Barriers and Opportunities for 2-Year and 4-Year STEM Degrees reviews research on the roles that people, processes, and institutions play in 2-and 4-year STEM degree production. This study pays special attention to the factors that influence students' decisions to enter, stay in, or leave STEM majors—quality of instruction, grading policies, course sequences, undergraduate learning environments, student supports, co-curricular activities, students' general academic preparedness and competence in science, family background, and governmental and institutional policies that affect STEM educational pathways. Because many students do not take the traditional 4-year path to a STEM undergraduate degree, Barriers and Opportunities describes several other common pathways and also reviews what happens to those who do not complete the journey to a degree. This book describes the major changes in student demographics; how students, view, value, and utilize programs of higher education; and how institutions can adapt to support successful student outcomes. In doing so, Barriers and Opportunities questions whether definitions and characteristics of what constitutes success in STEM should change. As this book explores these issues, it identifies where further research is needed to build a system that works for all students who aspire to STEM degrees. The conclusions of this report lay out the steps that faculty, STEM departments, colleges and universities, professional societies, and others can take to improve STEM education for all students interested in a STEM degree. %0 Book %A National Research Council %E Singer, Susan R. %E Nielsen, Natalie R. %E Schweingruber, Heidi A. %T Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering %@ 978-0-309-25411-3 %D 2012 %U https://nap.nationalacademies.org/catalog/13362/discipline-based-education-research-understanding-and-improving-learning-in-undergraduate %> https://nap.nationalacademies.org/catalog/13362/discipline-based-education-research-understanding-and-improving-learning-in-undergraduate %I The National Academies Press %C Washington, DC %G English %K Education %P 282 %X 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. Discipline-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. Discipline-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. %0 Book %A National Research Council %T Inquiry and the National Science Education Standards: A Guide for Teaching and Learning %@ 978-0-309-06476-7 %D 2000 %U https://nap.nationalacademies.org/catalog/9596/inquiry-and-the-national-science-education-standards-a-guide-for %> https://nap.nationalacademies.org/catalog/9596/inquiry-and-the-national-science-education-standards-a-guide-for %I The National Academies Press %C Washington, DC %G English %K Education %P 222 %X Humans, especially children, are naturally curious. Yet, people often balk at the thought of learning science—the "eyes glazed over" syndrome. Teachers may find teaching science a major challenge in an era when science ranges from the hardly imaginable quark to the distant, blazing quasar. Inquiry and the National Science Education Standards is the book that educators have been waiting for—a practical guide to teaching inquiry and teaching through inquiry, as recommended by the National Science Education Standards. This will be an important resource for educators who must help school boards, parents, and teachers understand "why we can't teach the way we used to." "Inquiry" refers to the diverse ways in which scientists study the natural world and in which students grasp science knowledge and the methods by which that knowledge is produced. This book explains and illustrates how inquiry helps students learn science content, master how to do science, and understand the nature of science. This book explores the dimensions of teaching and learning science as inquiry for K-12 students across a range of science topics. Detailed examples help clarify when teachers should use the inquiry-based approach and how much structure, guidance, and coaching they should provide. The book dispels myths that may have discouraged educators from the inquiry-based approach and illuminates the subtle interplay between concepts, processes, and science as it is experienced in the classroom. Inquiry and the National Science Education Standards shows how to bring the standards to life, with features such as classroom vignettes exploring different kinds of inquiries for elementary, middle, and high school and Frequently Asked Questions for teachers, responding to common concerns such as obtaining teaching supplies. Turning to assessment, the committee discusses why assessment is important, looks at existing schemes and formats, and addresses how to involve students in assessing their own learning achievements. In addition, this book discusses administrative assistance, communication with parents, appropriate teacher evaluation, and other avenues to promoting and supporting this new teaching paradigm. %0 Book %A National Research Council %T Science Teaching Reconsidered: A Handbook %@ 978-0-309-05498-0 %D 1997 %U https://nap.nationalacademies.org/catalog/5287/science-teaching-reconsidered-a-handbook %> https://nap.nationalacademies.org/catalog/5287/science-teaching-reconsidered-a-handbook %I The National Academies Press %C Washington, DC %G English %K Education %P 104 %X Effective science teaching requires creativity, imagination, and innovation. In light of concerns about American science literacy, scientists and educators have struggled to teach this discipline more effectively. Science Teaching Reconsidered provides undergraduate science educators with a path to understanding students, accommodating their individual differences, and helping them grasp the methods—and the wonder—of science. What impact does teaching style have? How do I plan a course curriculum? How do I make lectures, classes, and laboratories more effective? How can I tell what students are thinking? Why don't they understand? This handbook provides productive approaches to these and other questions. Written by scientists who are also educators, the handbook offers suggestions for having a greater impact in the classroom and provides resources for further research. %0 Book %A Transportation Research Board %A National Academies of Sciences, Engineering, and Medicine %E Bradley, Kevin A. %E James, Michael M. %E Salton, Alexandria R. %E Boeker, Eric R. %T User Guides for Noise Modeling of Commercial Space Operations—RUMBLE and PCBoom %D 2018 %U https://nap.nationalacademies.org/catalog/25099/user-guides-for-noise-modeling-of-commercial-space-operations-rumble-and-pcboom %> https://nap.nationalacademies.org/catalog/25099/user-guides-for-noise-modeling-of-commercial-space-operations-rumble-and-pcboom %I The National Academies Press %C Washington, DC %G English %K Transportation and Infrastructure %P 192 %X TRB's Airport Cooperative Research Program (ACRP) Research Report 183: User Guides for Noise Modeling of Commercial Space Operations—RUMBLE and PCBoom provides guidance on using RUMBLE 2.0, which predicts rocket noise, and PCBoom4, which has been modified to predict sonic booms from commercial space operations.As commercial space launch vehicle activities increase, many noise issues, as well as the effects of sonic booms, will need to be evaluated. The Aviation Environmental Design Tool (AEDT) is designed to evaluate the effects of noise and emissions from aircraft but doesn’t have the ability to predict noise and sonic boom effects from commercial space operations. This project develops two tools to predict noise and sonic boom to be used in the noise modeling evaluation process. Download software for PCBoom and RUMBLE. ACRP Web-Only Document 33: Commercial Space Operations Noise and Sonic Boom Modeling and Analysis is the contractor’s final report on the methodology and development of these tools.Disclaimer - This software is offered as is, without warranty or promise of support of any kind either expressed or implied. Under no circumstance will the National Academy of Sciences or the Transportation Research Board (collectively "TRB") be liable for any loss or damage caused by the installation or operation of this product. TRB makes no representation or warranty of any kind, expressed or implied, in fact, or in law, including without limitation, the warranty of merchantability or the warranty of fitness for a particular purpose, and shall not, in any case, be liable for any consequential or special damages. %0 Book %T Use of Unmanned Aerial Systems for Inspection of Stormwater Best Management Practices %D 2023 %U https://nap.nationalacademies.org/catalog/27139/use-of-unmanned-aerial-systems-for-inspection-of-stormwater-best-management-practices %> https://nap.nationalacademies.org/catalog/27139/use-of-unmanned-aerial-systems-for-inspection-of-stormwater-best-management-practices %I The National Academies Press %C Washington, DC %G English %K Transportation and Infrastructure %P 102 %X State departments of transportation (DOTs) are facing the challenge of maintaining and preserving local environmental systems while meeting transportation needs. Stormwater best management practices (BMPs) can help mitigate ecological impacts, and unmanned aerial systems (UAS) can be used to track, monitor, and document BMPs throughout their life cycle. NCHRP Synthesis 609: Use of Unmanned Aerial Systems for Inspection of Stormwater Best Management Practices, from TRB's National Cooperative Highway Research Program, identifies and documents state DOT practices regarding UAS technologies as a tool for stormwater inspections. %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Honey, Margaret %E Schweingruber, Heidi %E Brenner, Kerry %E Gonring, Phil %T Call to Action for Science Education: Building Opportunity for the Future %@ 978-0-309-47701-7 %D 2021 %U https://nap.nationalacademies.org/catalog/26152/call-to-action-for-science-education-building-opportunity-for-the %> https://nap.nationalacademies.org/catalog/26152/call-to-action-for-science-education-building-opportunity-for-the %I The National Academies Press %C Washington, DC %G English %K Education %P 76 %X Scientific thinking and understanding are essential for all people navigating the world, not just for scientists and other science, technology, engineering and mathematics (STEM) professionals. Knowledge of science and the practice of scientific thinking are essential components of a fully functioning democracy. Science is also crucial for the future STEM workforce and the pursuit of living wage jobs. Yet, science education is not the national priority it needs to be, and states and local communities are not yet delivering high quality, rigorous learning experiences in equal measure to all students from elementary school through higher education. Call to Action for Science Education: Building Opportunity for the Future articulates a vision for high quality science education, describes the gaps in opportunity that currently exist for many students, and outlines key priorities that need to be addressed in order to advance better, more equitable science education across grades K-16. This report makes recommendations for state and federal policy makers on ways to support equitable, productive pathways for all students to thrive and have opportunities to pursue careers that build on scientific skills and concepts. Call to Action for Science Education challenges the policy-making community at state and federal levels to acknowledge the importance of science, make science education a core national priority, and empower and give local communities the resources they must have to deliver a better, more equitable science education. %0 Book %A National Research Council %T Designing Mathematics or Science Curriculum Programs: A Guide for Using Mathematics and Science Education Standards %@ 978-0-309-06527-6 %D 1999 %U https://nap.nationalacademies.org/catalog/9658/designing-mathematics-or-science-curriculum-programs-a-guide-for-using %> https://nap.nationalacademies.org/catalog/9658/designing-mathematics-or-science-curriculum-programs-a-guide-for-using %I The National Academies Press %C Washington, DC %G English %K Education %P 70 %X With the publication of the National Science Education Standards and the National Council of Teachers of Mathematics' Curriculum and Evaluation Standards for School Mathematics, a clear set of goals and guidelines for achieving literacy in mathematics and science was established. Designing Mathematics or Science Curriculum Programs has been developed to help state- and district-level education leaders create coherent, multi-year curriculum programs that provide students with opportunities to learn both mathematics and science in a connected and cumulative way throughout their schooling. Researchers have confirmed that as U.S. students move through the grade levels, they slip further and further behind students of other nations in mathematics and science achievement. Experts now believe that U.S. student performance is hindered by the lack of coherence in the mathematics and science curricula in many American schools. By structuring curriculum programs that capitalize on what students have already learned, the new concepts and processes that they can learn will be richer, more complex, and at a higher level. Designing Mathematics or Science Curriculum Programs outlines: Components of effective mathematics and science programs. Criteria by which these components can be judged. A process for developing curriculum that is structured, focused, and coherent. Perhaps most important, this book emphasizes the need for designing curricula across the entire 13-year span that our children spend in elementary and secondary school as a way to improve the quality of education. Ultimately, it will help state and district educators use national and state standards to design or re-build mathematics and science curriculum programs that develop new ideas and skills based on earlier ones—from lesson to lesson, unit to unit, year to year. Anyone responsible for designing or influencing mathematics or science curriculum programs will find this guide valuable. %0 Book %A National Academy of Engineering %E Hollander, Rachelle %E Arenberg, Carol R. %T Ethics Education and Scientific and Engineering Research: What's Been Learned? What Should Be Done? Summary of a Workshop %@ 978-0-309-14001-0 %D 2009 %U https://nap.nationalacademies.org/catalog/12695/ethics-education-and-scientific-and-engineering-research-whats-been-learned %> https://nap.nationalacademies.org/catalog/12695/ethics-education-and-scientific-and-engineering-research-whats-been-learned %I The National Academies Press %C Washington, DC %G English %K Education %K Engineering and Technology %P 58 %X Increasing complexity and competitiveness in research environments, the prevalence of interdisciplinary and international involvement in research projects, and the close coupling of commerce and academia have created an ethically challenging environment for young scientists and engineers. For the past several decades, federal research agencies have supported projects to meet the need for mentoring and ethics training in graduate education in research, often called training in the responsible conduct of research. Recently, these agencies have supported projects to identify ethically problematic behaviors and assess the efficacy of ethics education in addressing them. With support from the National Science Foundation, the National Academy of Engineering Center for Engineering, Ethics, and Society held the workshop "Ethics Education and Scientific and Engineering Research: What's Been Learned? What Should Be Done?" on August 25 and 26, 2008. The workshop, summarized in this volume, discussed the social environment of science and engineering education; the need for ethics education for graduate students and postdoctoral fellows in science and engineering; models for effective programs; and assessment of approaches to ethics education, among other topics. %0 Book %A National Research Council %T Monitoring Progress Toward Successful K-12 STEM Education: A Nation Advancing? %@ 978-0-309-26481-5 %D 2013 %U https://nap.nationalacademies.org/catalog/13509/monitoring-progress-toward-successful-k-12-stem-education-a-nation %> https://nap.nationalacademies.org/catalog/13509/monitoring-progress-toward-successful-k-12-stem-education-a-nation %I The National Academies Press %C Washington, DC %G English %K Education %K Behavioral and Social Sciences %K Surveys and Statistics %P 64 %X Following a 2011 report by the National Research Council (NRC) on successful K-12 education in science, technology, engineering, and mathematics (STEM), Congress asked the National Science Foundation to identify methods for tracking progress toward the report's recommendations. In response, the NRC convened the Committee on an Evaluation Framework for Successful K-12 STEM Education to take on this assignment. The committee developed 14 indicators linked to the 2011 report's recommendations. By providing a focused set of key indicators related to students' access to quality learning, educator's capacity, and policy and funding initiatives in STEM, the committee addresses the need for research and data that can be used to monitor progress in K-12 STEM education and make informed decisions about improving it. The recommended indicators provide a framework for Congress and relevant deferral agencies to create and implement a national-level monitoring and reporting system that: assesses progress toward key improvements recommended by a previous National Research Council (2011) committee; measures student knowledge, interest, and participation in the STEM disciplines and STEM-related activities; tracks financial, human capital, and material investments in K-12 STEM education at the federal, state, and local levels; provides information about the capabilities of the STEM education workforce, including teachers and principals; and facilitates strategic planning for federal investments in STEM education and workforce development when used with labor force projections. All 14 indicators explained in this report are intended to form the core of this system. Monitoring Progress Toward Successful K-12 STEM Education: A Nation Advancing? summarizes the 14 indicators and tracks progress towards the initial report's recommendations. %0 Book %T Serving the Needs of Pre-College Science and Mathematics Education: Impact of a Digital National Library on Teacher Education and Practice. Proceedings from a National Research Council Workshop %D 1999 %U https://nap.nationalacademies.org/catalog/9584/serving-the-needs-of-pre-college-science-and-mathematics-education %> https://nap.nationalacademies.org/catalog/9584/serving-the-needs-of-pre-college-science-and-mathematics-education %I The National Academies Press %C Washington, DC %G English %K Education %P 44 %0 Book %A National Research Council %E Weiss, Iris R. %E Knapp, Michael S. %E Hollweg, Karen S. %E Burrill, Gail %T Investigating the Influence of Standards: A Framework for Research in Mathematics, Science, and Technology Education %@ 978-0-309-07276-2 %D 2002 %U https://nap.nationalacademies.org/catalog/10023/investigating-the-influence-of-standards-a-framework-for-research-in %> https://nap.nationalacademies.org/catalog/10023/investigating-the-influence-of-standards-a-framework-for-research-in %I The National Academies Press %C Washington, DC %G English %K Education %P 148 %X 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. %0 Book %A Transportation Research Board %A National Academies of Sciences, Engineering, and Medicine %E Quilty, Stephen M. %T Helping New Maintenance Hires Adapt to the Airport Operating Environment %D 2013 %U https://nap.nationalacademies.org/catalog/22505/helping-new-maintenance-hires-adapt-to-the-airport-operating-environment %> https://nap.nationalacademies.org/catalog/22505/helping-new-maintenance-hires-adapt-to-the-airport-operating-environment %I The National Academies Press %C Washington, DC %G English %K Transportation and Infrastructure %P 52 %X TRB’s Airport Cooperative Research Program (ACRP) Synthesis 49: Helping New Maintenance Hires Adapt to the Airport Operating Environment highlights comprehensive safety and security training resources as well as successful practices for new maintenance hires at general aviation airports. %0 Book %A Institute of Medicine %T A Summary of the February 2010 Forum on the Future of Nursing: Education %@ 978-0-309-15282-2 %D 2010 %U https://nap.nationalacademies.org/catalog/12894/a-summary-of-the-february-2010-forum-on-the-future-of-nursing %> https://nap.nationalacademies.org/catalog/12894/a-summary-of-the-february-2010-forum-on-the-future-of-nursing %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %K Education %P 88 %X As the U.S. health care system continues to evolve, the role of nurses also needs to evolve. Nurses must strike a delicate balance among advancing science, translating and applying research, and caring for individuals and families across all settings. Preparing nurses to achieve this balance is a significant challenge. The education system should ensure that nurses have the intellectual capacity, human responsiveness, flexibility, and leadership skills to provide care and promote health whenever and wherever needed. Education leaders and faculty need to prepare nurses with the competencies they need now and in the future. They need to prepare nurses to work and assume leadership roles not just in hospitals, but in communities, clinics, homes, and everywhere else nurses are needed. On February 22, 2010 the Initiative on the Future of Nursing held the last public forum in a series of three at the University of Texas MD Anderson Cancer Center. This forum, which covered the education of nurses, consisted of three armchair discussions. Each discussion was led by a moderator from the committee and focused on three broad, overlapping subjects: what to teach, how to teach, and where to teach. The verbal exchange among the discussants and moderators, prompted by additional questions from committee members at the forum, produced a wide-ranging and informative examination of questions that are critical to the future of nursing education. Additionally, testimony presented by 12 individuals and comments made by members of the audience during an open microphone session provided the committee with valuable input from a range of perspectives. %0 Book %A National Research Council %T Support Organizations for the Engineering Community %@ 978-0-309-03629-0 %D 1985 %U https://nap.nationalacademies.org/catalog/590/support-organizations-for-the-engineering-community %> https://nap.nationalacademies.org/catalog/590/support-organizations-for-the-engineering-community %I The National Academies Press %C Washington, DC %G English %K Education %K Engineering and Technology %P 80 %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Baciu, Alina %T Economics of Caring: Improving Population Health by Valuing Care Workers: Proceedings of a Workshop %@ 978-0-309-69994-5 %D 2023 %U https://nap.nationalacademies.org/catalog/26877/economics-of-caring-improving-population-health-by-valuing-care-workers %> https://nap.nationalacademies.org/catalog/26877/economics-of-caring-improving-population-health-by-valuing-care-workers %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %P 64 %X Economic factors are an important driver of health. On December 16, 2021, the National Academies Roundtable on Population Health Improvement hosted a workshop to explore research, practices, and policies (being considered or already implemented at the federal, state, and local level) relevant to the health and economic stability of families and of workers (e.g., in the care economy). This Proceedings document summarizes workshop discussions. %0 Book %A Institute of Medicine %A National Research Council %E Allen, LaRue %E Kelly, Bridget B. %T Professional Learning for the Care and Education Workforce %D 2015 %U https://nap.nationalacademies.org/catalog/21786/professional-learning-for-the-care-and-education-workforce %> https://nap.nationalacademies.org/catalog/21786/professional-learning-for-the-care-and-education-workforce %I The National Academies Press %C Washington, DC %G English %K Behavioral and Social Sciences %P 16 %X Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and education of children from birth through age 8 bear a great responsibility for their health, development, and learning. Transforming the Workforce for Children Birth Through Age 8, a report from the Institute of Medicine and National Research Council, explores the implications of the science of child development for the professionals who work with these children. This guide summarizes considerations from the report for planning and implementing high-quality and coherent professional learning for this workforce. %0 Book %A National Research Council %E Hollweg, Karen S. %E Hill, David %T What Is the Influence of the National Science Education Standards?: Reviewing the Evidence, A Workshop Summary %@ 978-0-309-08743-8 %D 2003 %U https://nap.nationalacademies.org/catalog/10618/what-is-the-influence-of-the-national-science-education-standards %> https://nap.nationalacademies.org/catalog/10618/what-is-the-influence-of-the-national-science-education-standards %I The National Academies Press %C Washington, DC %G English %K Education %P 222 %X In 2001, with support from National Science Foundation, the National Research Council began a review of the evidence concerning whether or not the National Science Education Standards have had an impact on the science education enterprise to date, and if so, what that impact has been. This publication represents the second phase of a three-phase effort by the National Research Council to answer that broad and very important question.Phase I began in 1999 and was completed in 2001, with publication of Investigating the Influence of Standards: A Framework for Research in Mathematics, Science, and Technology Education (National Research Council, 2002). That report provided organizing principles for the design, conduct, and interpretation of research regarding the influence of national standards. The Framework developed in Phase I was used to structure the current review of research that is reported here.Phase II began in mid-2001, involved a thorough search and review of the research literature on the influence of the NSES, and concludes with this publication, which summarizes the proceedings of a workshop conducted on May 10, 2002, in Washington, DC.Phase III will provide input, collected in 2002, from science educators, administrators at all levels, and other practitioners and policy makers regarding their views of the NSES, the ways and extent to which the NSES are influencing their work and the systems that support science education, and what next steps are needed.