TY - BOOK AU - National Research Council A2 - Melissa Welch-Ross TI - Language Diversity, School Learning, and Closing Achievement Gaps: A Workshop Summary SN - DO - 10.17226/12907 PY - 2010 UR - https://nap.nationalacademies.org/catalog/12907/language-diversity-school-learning-and-closing-achievement-gaps-a-workshop PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - The Workshop on the Role of Language in School Learning: Implications for Closing the Achievement Gap was held to explore three questions: What is known about the conditions that affect language development? What are the effects of early language development on school achievement? What instructional approaches help students meet school demands for language and reading comprehension? Of particular interest was the degree to which group differences in school achievement might be attributed to language differences, and whether language-related instruction might help to close gaps in achievement by helping students cope with language-intensive subject matter especially after the 3rd grade. The workshop provided a forum for researchers and practitioners to review and discuss relevant research findings from varied perspectives. The disciplines and professions represented included: language development, child development, cognitive psychology, linguistics, reading, educationally disadvantaged student populations, literacy in content areas (math, science, social studies), and teacher education. The aim of the meeting was not to reach consensus or provide recommendations, but rather to offer expert insight into the issues that surround the study of language, academic learning, and achievement gaps, and to gather varied viewpoints on what available research findings might imply for future research and practice. This book summarizes and synthesizes two days of workshop presentations and discussion. ER - TY - BOOK AU - National Research Council A2 - Andrew C. Porter A2 - Adam Gamoran TI - Methodological Advances in Cross-National Surveys of Educational Achievement SN - DO - 10.17226/10322 PY - 2002 UR - https://nap.nationalacademies.org/catalog/10322/methodological-advances-in-cross-national-surveys-of-educational-achievement PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - In November 2000, the Board on International Comparative Studies in Education (BICSE) held a symposium to draw on the wealth of experience gathered over a four--decade period, to evaluate improvement in the quality of the methodologies used in international studies, and to identify the most pressing methodological issues that remain to be solved. Since 1960, the United States has participated in 15 large--scale cross--national education surveys. The most assessed subjects have been science and mathematics through reading comprehension, geography, nonverbal reasoning, literature, French, English as a foreign language, civic education, history, computers in education, primary education, and second--language acquisition. The papers prepared for this symposium and discussions of those papers make up the volume, representing the most up--to--date and comprehensive assessment of methodological strengths and weaknesses of international comparative studies of student achievement. These papers answer the following questions: (1) What is the methodological quality of the most recent international surveys of student achievement? How authoritative are the results? (2) Has the methodological quality of international achievement studies improved over the past 40 years? and (3) What are promising opportunities for future improvement? ER - TY - BOOK AU - National Research Council A2 - M. Suzanne Donovan A2 - James W. Pellegrino TI - Learning and Instruction: A SERP Research Agenda SN - DO - 10.17226/10858 PY - 2004 UR - https://nap.nationalacademies.org/catalog/10858/learning-and-instruction-a-serp-research-agenda PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - The Strategic Education Research Partnership (SERP) is a bold, ambitious plan that proposes a revolutionary program of education research and development. Its purpose is to construct a powerful knowledge base, derived from both research and practice, that will support the efforts of teachers, school administrators, colleges of education, and policy officials—with the ultimate goal of significantly improving student learning. The proposals in this book have the potential to substantially improve the knowledge base that supports teaching and learning by pursuing answers to questions at the core of teaching practices. It calls for the linking of research and development, including instructional programs, assessment tools, teacher education programs, and materials. Best of all, the book provides a solid framework for a program of research and development that will be genuinely useful to classroom teachers. ER - TY - BOOK AU - National Research Council A2 - M. Susan Burns A2 - Peg Griffin A2 - Catherine E. Snow TI - Starting Out Right: A Guide to Promoting Children's Reading Success SN - DO - 10.17226/6014 PY - 1999 UR - https://nap.nationalacademies.org/catalog/6014/starting-out-right-a-guide-to-promoting-childrens-reading-success PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - A devastatingly large number of people in America cannot read as well as they need for success in life. With literacy problems plaguing as many as four in ten children in America, this book discusses how best to help children succeed in reading. This book identifies the most important questions and explores the authoritative answers on the topic of how children can grow into readers, including: What are the key elements all children need in order to become good readers? What can parents and caregivers provide all children so that they are prepared for reading instruction by the time that they get to school? What concepts about language and literacy should be included in beginning reading instruction? How can we prevent reading difficulties starting with infants and into the early grades? What to ask school boards, principals, elected officials, and other policy makers who make decisions regarding early reading instruction. You'll find out how to help youngsters build word recognition, avoid comprehension problems, and more—with checklists of specific accomplishments to be expected at different ages: for very young children, for kindergarten students, and for first, second, and third grade students. Included are 55 activities to do with children to help them become successful readers, a list of recommended children's books, and a guide to CD-ROMs and websites. Great strides have been made recently toward identifying the best ways to teach children to read. Starting Out Right provides a wealth of knowledge based on a summary of extensive research. It is a "must read" for specialists in primary education as well as parents, pediatricians, child care providers, tutors, literacy advocates, policy makers, and teachers. ER - TY - BOOK AU - Transportation Research Board AU - National Academies of Sciences, Engineering, and Medicine A2 - Ben H. Sharp A2 - Thomas L. Connor A2 - Donald McLaughlin A2 - Charlotte Clark A2 - Stephen A. Stansfeld A2 - Joy Hervey TI - Assessing Aircraft Noise Conditions Affecting Student Learning, Volume 1: Final Report DO - 10.17226/22433 PY - 2014 UR - https://nap.nationalacademies.org/catalog/22433/assessing-aircraft-noise-conditions-affecting-student-learning-volume-1-final-report PB - The National Academies Press CY - Washington, DC LA - English KW - Transportation and Infrastructure AB - TRB’s Airport Cooperative Research Program (ACRP) Web-Only Document 16: Assessing Aircraft Noise Conditions Affecting Student Learning, Volume 1: Final Report explores conditions under which aircraft noise affects student learning and evaluates alternative noise metrics that best define those conditions.Appendices A through G for ACRP Web-Only Document 16, Vol. 1 was published separately as ACRP Web-Only Document 16, Vol. 2. ER - TY - BOOK AU - Transportation Research Board AU - National Academies of Sciences, Engineering, and Medicine A2 - Ben H. Sharp A2 - Thomas L. Connor A2 - Donald McLaughlin A2 - Charlotte Clark A2 - Stephen A. Stansfeld A2 - Joy Hervey TI - Assessing Aircraft Noise Conditions Affecting Student Learning, Volume 2: Appendices DO - 10.17226/22432 PY - 2014 UR - https://nap.nationalacademies.org/catalog/22432/assessing-aircraft-noise-conditions-affecting-student-learning-volume-2-appendices PB - The National Academies Press CY - Washington, DC LA - English KW - Transportation and Infrastructure AB - TRB’s Airport Cooperative Research Program (ACRP) Web-Only Document 16: Assessing Aircraft Noise Conditions Affecting Student Learning, Volume 2: Appendices includes appendices A through G for ACRP Web-Only Document 16, Vol. 1, which explores conditions under which aircraft noise affects student learning and evaluates alternative noise metrics that best define those conditions. ER - TY - BOOK AU - National Research Council A2 - Alan M. Lesgold A2 - Melissa Welch-Ross TI - Improving Adult Literacy Instruction: Options for Practice and Research SN - DO - 10.17226/13242 PY - 2012 UR - https://nap.nationalacademies.org/catalog/13242/improving-adult-literacy-instruction-options-for-practice-and-research PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - 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. Improving 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. There 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. ER - TY - BOOK AU - National Research Council TI - Improving Adult Literacy Instruction: Developing Reading and Writing DO - 10.17226/13468 PY - 2012 UR - https://nap.nationalacademies.org/catalog/13468/improving-adult-literacy-instruction-developing-reading-and-writing PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - More than an estimated 90 million adults in the United States lack the literacy skills needed for fully productive and secure lives. The effects of this shortfall are many: Adults with low literacy have lower rates of participation in the labor force and lower earnings when they do have jobs, for example. They are less able to understand and use health information. And they are less likely to read to their children, which may slow their children's own literacy development. 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: Developing Reading and Writing, which is based on the report, presents an overview of what is known about how literacy develops the component skills of reading and writing, and the practices that are effective for developing them. It also describes principles of reading and writing instruction that can guide those who design and administer programs or courses to improve adult literacy skills. Although this 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 - Catherine E. Snow A2 - M. Susan Burns A2 - Peg Griffin TI - Preventing Reading Difficulties in Young Children SN - DO - 10.17226/6023 PY - 1998 UR - https://nap.nationalacademies.org/catalog/6023/preventing-reading-difficulties-in-young-children PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - 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. Recommendations 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. The 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. Against 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. ER - TY - BOOK AU - National Research Council A2 - M. S. Donovan A2 - A. K. Wigdor A2 - C. E. Snow TI - Strategic Education Research Partnership SN - DO - 10.17226/10670 PY - 2003 UR - https://nap.nationalacademies.org/catalog/10670/strategic-education-research-partnership PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - Envision a cadre of leading scientists and practitioners working collaboratively on a highly focused program of education research that is tightly coupled with practice. Much of the research is carried out in school settings. Research influences educational practice, and the outcomes in practice inform further research efforts. The Strategic Education Research Partnership (SERP) is designed to make this vision a reality. It proposes a large-scale, coherent program of research and development that would put the problems of educational practice at its center, and focus on all stages necessary to influence practice. These include theory testing, the development and evaluation of instructional programs, the study of practice in context, and attention to taking innovations to scale. This book explains the features of SERP and the ways in which it would address the major challenges of linking research and practice. It is a call to mobilize the nation’s resources and political will, the power of scientific research, and the expertise of our educators, to create a more effective research and development program for improving student learning. ER - TY - BOOK TI - Education and Learning to Think SN - DO - 10.17226/1032 PY - 1987 UR - https://nap.nationalacademies.org/catalog/1032/education-and-learning-to-think PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - 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. ER - TY - BOOK AU - Transportation Research Board AU - National Academies of Sciences, Engineering, and Medicine A2 - Christofer M. Harper A2 - Jon Elliott A2 - Paul Goodrum A2 - Manideep Tummalapudi A2 - Daniel Tran A2 - Mamdouh Mohamed A2 - Timothy R.B. Taylor A2 - Hala Nasseradine A2 - Ryan Griffith A2 - Steve Waddle A2 - David Hoyne A2 - Julie Kliewer TI - Training and Certification of Construction Inspectors for Transportation Infrastructure DO - 10.17226/26879 PY - 2023 UR - https://nap.nationalacademies.org/catalog/26879/training-and-certification-of-construction-inspectors-for-transportation-infrastructure PB - The National Academies Press CY - Washington, DC LA - English KW - Transportation and Infrastructure AB - Construction inspectors (CIs) are the frontline workforce that ensures the work on transportation infrastructure projects meets the design and contract requirements and that the finished product meets or exceeds the quality standards. The TRB National Cooperative Highway Research Program's NCHRP Web-Only Document 337: Training and Certification of Construction Inspectors for Transportation Infrastructure details the process for developing NCHRP Research Report 1027: Guide to Recruiting, Developing, and Retaining Construction Inspectors that presents a systematic process to establish and maintain the career development of CIs as an integral asset to the transportation infrastructure sector. 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 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 - Institute of Medicine A2 - Lynn Nielsen-Bohlman A2 - Allison M. Panzer A2 - David A. Kindig TI - Health Literacy: A Prescription to End Confusion SN - DO - 10.17226/10883 PY - 2004 UR - https://nap.nationalacademies.org/catalog/10883/health-literacy-a-prescription-to-end-confusion PB - The National Academies Press CY - Washington, DC LA - English KW - Health and Medicine AB - To maintain their own health and the health of their families and communities, consumers rely heavily on the health information that is available to them. This information is at the core of the partnerships that patients and their families forge with today’s complex modern health systems. This information may be provided in a variety of forms – ranging from a discussion between a patient and a health care provider to a health promotion advertisement, a consent form, or one of many other forms of health communication common in our society. Yet millions of Americans cannot understand or act upon this information. To address this problem, the field of health literacy brings together research and practice from diverse fields including education, health services, and social and cultural sciences, and the many organizations whose actions can improve or impede health literacy. Health Literacy: Prescription to End Confusion examines the body of knowledge that applies to the field of health literacy, and recommends actions to promote a health literate society. By examining the extent of limited health literacy and the ways to improve it, we can improve the health of individuals and populations. ER - TY - BOOK AU - National Research Council TI - Green Schools: Attributes for Health and Learning SN - DO - 10.17226/11756 PY - 2007 UR - https://nap.nationalacademies.org/catalog/11756/green-schools-attributes-for-health-and-learning PB - The National Academies Press CY - Washington, DC LA - English KW - Health and Medicine KW - Environment and Environmental Studies AB - Evidence has accumulated that shows that the quality of indoor environments can affect the health and productivity of adults and children. One consequence is that a movement has emerged to promote the design of schools that have fewer adverse environmental effects. To examine the potential of such design for improving education, several private organizations asked the NRC to review and assess the health and productivity benefits of green schools. This report provides an analysis of the complexity of making such a determination; and an assessment of the potential human health and performance benefits of improvements in the building envelope, indoor air quality, lighting, and acoustical quality. The report also presents an assessment of the overall building condition and student achievement, and offers an analysis of and recommendations for planning and maintaining green schools including research considerations. ER - TY - BOOK A2 - Diane August A2 - Kenji Hakuta TI - Improving Schooling for Language-Minority Children: A Research Agenda SN - DO - 10.17226/5286 PY - 1997 UR - https://nap.nationalacademies.org/catalog/5286/improving-schooling-for-language-minority-children-a-research-agenda PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - How do we effectively teach children from homes in which a language other than English is spoken? In Improving Schooling for Language-Minority Children, a committee of experts focuses on this central question, striving toward the construction of a strong and credible knowledge base to inform the activities of those who educate children as well as those who fund and conduct research. The book reviews a broad range of studies—from basic ones on language, literacy, and learning to others in educational settings. The committee proposes a research agenda that responds to issues of policy and practice yet maintains scientific integrity. This comprehensive volume provides perspective on the history of bilingual education in the United States; summarizes relevant research on development of a second language, literacy, and content knowledge; reviews past evaluation studies; explores what we know about effective schools and classrooms for these children; examines research on the education of teachers of culturally and linguistically diverse students; critically reviews the system for the collection of education statistics as it relates to this student population; and recommends changes in the infrastructure that supports research on these students. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Ruby Takanishi A2 - Suzanne Le Menestrel TI - Promoting the Educational Success of Children and Youth Learning English: Promising Futures SN - DO - 10.17226/24677 PY - 2017 UR - https://nap.nationalacademies.org/catalog/24677/promoting-the-educational-success-of-children-and-youth-learning-english PB - The National Academies Press CY - Washington, DC LA - English KW - Education KW - Behavioral and Social Sciences AB - Educating dual language learners (DLLs) and English learners (ELs) effectively is a national challenge with consequences both for individuals and for American society. Despite their linguistic, cognitive, and social potential, many ELs—who account for more than 9 percent of enrollment in grades K-12 in U.S. schools—are struggling to meet the requirements for academic success, and their prospects for success in postsecondary education and in the workforce are jeopardized as a result. Promoting the Educational Success of Children and Youth Learning English: Promising Futures examines how evidence based on research relevant to the development of DLLs/ELs from birth to age 21 can inform education and health policies and related practices that can result in better educational outcomes. This report makes recommendations for policy, practice, and research and data collection focused on addressing the challenges in caring for and educating DLLs/ELs from birth to grade 12. ER - TY - BOOK AU - Transportation Research Board AU - National Academies of Sciences, Engineering, and Medicine TI - Effects of Aircraft Noise: Research Update on Select Topics DO - 10.17226/14177 PY - 2008 UR - https://nap.nationalacademies.org/catalog/14177/effects-of-aircraft-noise-research-update-on-select-topics PB - The National Academies Press CY - Washington, DC LA - English KW - Transportation and Infrastructure AB - TRB’s Airport Cooperative Research Program (ACRP) Synthesis 9: Effects of Aircraft Noise: Research Update on Select Topics includes an annotated bibliography and summary of new research on the effects of aircraft noise. The report is designed to update and complement the U.S. Federal Aviation Administration’s 1985 Aviation Noise Effects report. ER - TY - BOOK AU - National Research Council A2 - Holly Rhodes A2 - Michael A. Feder TI - Literacy for Science: Exploring the Intersection of the Next Generation Science Standards and Common Core for ELA Standards: A Workshop Summary SN - DO - 10.17226/18803 PY - 2014 UR - https://nap.nationalacademies.org/catalog/18803/literacy-for-science-exploring-the-intersection-of-the-next-generation PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - The recent movement in K-12 education toward common standards in key subjects represents an unprecedented opportunity for improving learning outcomes for all students. These standards initiatives - the Common Core State Standards for English Language Arts and Mathematics (CCSS) and the Next Generation Science Standards (NGSS) - are informed by research on learning and teaching and a decade of standards-based education reform. While the standards have been developed separately in English/Language Arts and Science, there are areas where the standards intersect directly. One such area of intersection occurs between the "Literacy in Science" portions of the Common Core State Standards for English/Language Arts and the practices in the NGSS (originally outlined in the NRC's A Framework for K-12 Science Education), particularly the practice of "Obtaining, evaluating and communicating information". Because the CCSS literacy in science standards predated the NGSS, developers of the NGSS worked directly with the CCSS team to identify the connections between the two sets of standards. However, questions about how the two sets of standards can complement each other and can be used in concert to improve students' reading and writing, as well as listening and speaking, in science to learn science continue to exist. Literacy for Science is the summary of a workshop convened by the National Research Council Board on Science Education in December 2013 to address the need to coordinate the literacy for science aspect of CCSS and the practices in NGSS. The workshop featured presentations about the complementary roles of English/language arts teachers and science teachers as well as the unique challenges and approaches for different grade levels. Literacy for Science articulates the knowledge and skills teachers need to support students in developing competence in reading and communicating in science. This report considers design options for curricula and courses that provide aligned support for students to develop competencies in reading and communicating, and addresses the role of district and school administrators in guiding implementation of science and ELA to help ensure alignment. Literacy for Science will be a useful point of reference for anyone interested in the opportunities and challenges of overlapping science and literacy standards to improve the learning experience. ER -