@BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", title = "Encouraging Protective COVID-19 Behaviors among College Students", abstract = "Developmental psychology and brain research can support campus leaders as they work together with students to prevent the spread of COVID-19 on college campuses and in the surrounding communities. This rapid expert consultation presents research-informed habit-promoting and communication strategies to encourage the adoption of behaviors that can stem the spread of COVID infections on college campuses. \nThe Societal Experts Action Network (SEAN) is an activity of the National Academies of Sciences, Engineering, and Medicine that is sponsored by the National Science Foundation. SEAN links researchers in the social, behavioral, and economic sciences with decision makers to respond to policy questions arising from the COVID-19 pandemic. This project is affiliated with the National Academies' Standing Committee on Emerging Infectious Diseases and 21st Century Health Threats.", url = "https://nap.nationalacademies.org/catalog/26004/encouraging-protective-covid-19-behaviors-among-college-students", year = 2020, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Alexandra Beatty and Heidi Schweingruber", title = "Seeing Students Learn Science: Integrating Assessment and Instruction in the Classroom", isbn = "978-0-309-44432-3", abstract = "Science educators in the United States are adapting to a new vision of how students learn science. Children are natural explorers and their observations and intuitions about the world around them are the foundation for science learning. Unfortunately, the way science has been taught in the United States has not always taken advantage of those attributes. Some students who successfully complete their K\u201312 science classes have not really had the chance to \"do\" science for themselves in ways that harness their natural curiosity and understanding of the world around them. \n\nThe introduction of the Next Generation Science Standards led many states, schools, and districts to change curricula, instruction, and professional development to align with the standards. Therefore existing assessments\u2014whatever their purpose\u2014cannot be used to measure the full range of activities and interactions happening in science classrooms that have adapted to these ideas because they were not designed to do so. Seeing Students Learn Science is meant to help educators improve their understanding of how students learn science and guide the adaptation of their instruction and approach to assessment. It includes examples of innovative assessment formats, ways to embed assessments in engaging classroom activities, and ideas for interpreting and using novel kinds of assessment information. It provides ideas and questions educators can use to reflect on what they can adapt right away and what they can work toward more gradually.", url = "https://nap.nationalacademies.org/catalog/23548/seeing-students-learn-science-integrating-assessment-and-instruction-in-the", year = 2017, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "Knowing and Learning Mathematics for Teaching: Proceedings of a Workshop", isbn = "978-0-309-07252-6", abstract = "There are many questions about the mathematical preparation teachers need. Recent recommendations from a variety of sources state that reforming teacher preparation in postsecondary institutions is central in providing quality mathematics education to all students. The Mathematics Teacher Preparation Content Workshop examined this problem by considering two central questions:\n\n What is the mathematical knowledge teachers need to know in order to teach well?\n How can teachers develop the mathematical knowledge they need to teach well?\n\nThe Workshop activities focused on using actual acts of teaching such as examining student work, designing tasks, or posing questions, as a medium for teacher learning. The Workshop proceedings, Knowing and Learning Mathematics for Teaching, is a collection of the papers presented, the activities, and plenary sessions that took place.", url = "https://nap.nationalacademies.org/catalog/10050/knowing-and-learning-mathematics-for-teaching-proceedings-of-a-workshop", year = 2001, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Nancy Kober", title = "Reaching Students: What Research Says About Effective Instruction in Undergraduate Science and Engineering", isbn = "978-0-309-30043-8", abstract = "The undergraduate years are a turning point in producing scientifically literate citizens and future scientists and engineers. Evidence from research about how students learn science and engineering shows that teaching strategies that motivate and engage students will improve their learning. So how do students best learn science and engineering? Are there ways of thinking that hinder or help their learning process? Which teaching strategies are most effective in developing their knowledge and skills? And how can practitioners apply these strategies to their own courses or suggest new approaches within their departments or institutions? Reaching Students strives to answer these questions.\nReaching Students presents the best thinking to date on teaching and learning undergraduate science and engineering. Focusing on the disciplines of astronomy, biology, chemistry, engineering, geosciences, and physics, this book is an introduction to strategies to try in your classroom or institution. Concrete examples and case studies illustrate how experienced instructors and leaders have applied evidence-based approaches to address student needs, encouraged the use of effective techniques within a department or an institution, and addressed the challenges that arose along the way.\nThe research-based strategies in Reaching Students can be adopted or adapted by instructors and leaders in all types of public or private higher education institutions. They are designed to work in introductory and upper-level courses, small and large classes, lectures and labs, and courses for majors and non-majors. And these approaches are feasible for practitioners of all experience levels who are open to incorporating ideas from research and reflecting on their teaching practices. This book is an essential resource for enriching instruction and better educating students.", url = "https://nap.nationalacademies.org/catalog/18687/reaching-students-what-research-says-about-effective-instruction-in-undergraduate", year = 2015, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine", editor = "Patricia A. Cuff", title = "Establishing Transdisciplinary Professionalism for Improving Health Outcomes: Workshop Summary", isbn = "978-0-309-28901-6", abstract = "Establishing Transdisciplinary Professionalism for Improving Health Outcomes is a summary of a workshop convened by the Institute of Medicine Global Forum on Innovation in Health Professional Education to explore the possibility of whether different professions can come together and whether a dialogue with society on professionalism is possible. Most of the 59 members making up the Global Forum were present at the workshop and engaged with outside participants in active dialogue around issues related to professionalism and how the different professions might work effectively together and with society in creating a social contract. The structure of the workshop involved large plenary discussions, facilitated table conversations, and small-group breakout sessions. In this way, the members - representing multiple sectors, countries, health professions, and educational associations - had numerous opportunities to share their own perspectives on transdisciplinary professionalism as well as hear the opinions of subject matter experts and the general public.\nEfforts to improve patient care and population health are traditional tenets of all the health professions, as is a focus on professionalism. But in a time of rapidly changing environments and evolving technologies, health professionals and those who train them are being challenged to work beyond their traditional comfort zones, often in teams. A new professionalism might be a mechanism for achieving improved health outcomes by applying a transdisciplinary professionalism throughout health care and wellness that emphasizes crossdisciplinary responsibilities and accountability. Establishing Transdisciplinary Professionalism for Improving Health Outcomes discusses how shared understanding can be integrated into education and practice, ethical implications of and barriers to transdisciplinary professionalism, and the impact of an evolving professional context on patients, students, and others working within the health care system.", url = "https://nap.nationalacademies.org/catalog/18398/establishing-transdisciplinary-professionalism-for-improving-health-outcomes-workshop-summary", year = 2014, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP title = "", url = "", year = , publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academy of Engineering and National Academies of Sciences, Engineering, and Medicine", editor = "Shirley Malcom and Michael Feder", title = "Barriers and Opportunities for 2-Year and 4-Year STEM Degrees: Systemic Change to Support Students' Diverse Pathways", isbn = "978-0-309-37357-9", abstract = "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.\n\nBarriers 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\u2014quality 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.\n \nBecause 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.\n", url = "https://nap.nationalacademies.org/catalog/21739/barriers-and-opportunities-for-2-year-and-4-year-stem-degrees", year = 2016, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Alexandra Beatty and Ulric Neisser and William T. Trent and Jay P. Heubert", title = "Understanding Dropouts: Statistics, Strategies, and High-Stakes Testing", isbn = "978-0-309-07602-9", abstract = "The role played by testing in the nation's public school system has been increasing steadily\u2014and growing more complicated\u2014for more than 20 years. The Committee on Educational Excellence and Testing Equity (CEETE) was formed to monitor the effects of education reform, particularly testing, on students at risk for academic failure because of poverty, lack of proficiency in English, disability, or membership in population subgroups that have been educationally disadvantaged. The committee recognizes the important potential benefits of standards-based reforms and of test results in revealing the impact of reform efforts on these students. The committee also recognizes the valuable role graduation tests can potentially play in making requirements concrete, in increasing the value of a diploma, and in motivating students and educators alike to work to higher standards. At the same time, educational testing is a complicated endeavor, that reality can fall far short of the model, and that testing cannot by itself provide the desired benefits. If testing is improperly used, it can have negative effects, such as encouraging school leaving, that can hit disadvantaged students hardest. The committee was concerned that the recent proliferation of high school exit examinations could have the unintended effect of increasing dropout rates among students whose rates are already far higher than the average, and has taken a close look at what is known about influences on dropout behavior and at the available data on dropouts and school completion.", url = "https://nap.nationalacademies.org/catalog/10166/understanding-dropouts-statistics-strategies-and-high-stakes-testing", year = 2001, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP editor = "Noreen Grice", title = "Touch the Universe: A NASA Braille Book of Astronomy", abstract = "Touch the Universe is a unique and innovative astronomy book that will help visually impaired people \"see\" the wonders of our universe. Using a combination of Braille and large-print captions that face 14 pages of brilliant Hubble Space Telescope photos, it is embossed with shapes that represent various astronomical objects such as stars, gas clouds, and jets of matter streaming into space. \n\"Universally designed\" for both the sighted and visually impaired reader, Touch the Universe takes readers on a voyage of discovery, starting at Earth, proceeding through the solar system, and ending with the most distant image taken by Hubble, the mind-boggling \"Hubble Deep Field\" photo -- the first telescope image ever to bring home to human consciousness in a deeply fundamental way the literally infinite reaches of our universe of galaxies.\nAs the author puts it, \"A visually impaired person can still touch and smell a flower, or a tree, or an animal, but he or she could only imagine what an astronomical object is like ... until now.\"\n", url = "https://nap.nationalacademies.org/catalog/10307/touch-the-universe-a-nasa-braille-book-of-astronomy", year = 2002, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Mark Driscoll and Deborah Bryant", title = "Learning About Assessment, Learning Through Assessment", isbn = "978-0-309-06133-9", abstract = "The MSEB, with generous support and encouragement from the Carnegie Corporation of New York, seeks to bring discussion of assessment to school-and district-based practitioners through an initiative called Assessment in Practice (AIP). Originally conceived as a series of \"next steps\" to follow the publication of Measuring Up and For Good Measure, the project, with assistance from an advisory board, developed a publication agenda to provide support to teachers and others directly involved with the teaching and assessment of children in mathematics classrooms at the elementary, middle, and high school levels.\nIn a series of three booklets, AIP presents an exploration of issues in assessment. The first booklet, Learning About Assessment, Learning Through Assessment discusses ways to assist teachers in learning about assessment and how student work can be a rich resource in professional development. The second, Assessment in Support of Instruction, makes a case for aligning assessments with state and district curriculum frameworks and examines ways in which states have shifted their curriculum frameworks and related state assessment programs to reflect the NCTM Standards and other perspectives. The third booklet, Keeping Score, discusses issues to be considered while developing high quality mathematics assessments. This series is specifically designed to be used at the school and school district level by teachers, principals, supervisors, and measurement specialists.", url = "https://nap.nationalacademies.org/catalog/6217/learning-about-assessment-learning-through-assessment", year = 1998, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP editor = "David Lindley", title = "Degrees Kelvin: A Tale of Genius, Invention, and Tragedy", isbn = "978-0-309-53095-8", abstract = "LORD KELVIN. In 1840, a precocious 16-year-old by the name of William Thomson spent his summer vacation studying an extraordinarily sophisticated mathematical controversy. His brilliant analysis inspired lavish praise and made the boy an instant intellectual celebrity.\n\nAs a young scholar William dazzled a Victorian society enthralled with the seductive authority and powerful beauty of scientific discovery. At a time when no one really understood heat, light, electricity, or magnetism, Thomson found key connections between them, laying the groundwork for two of the cornerstones of 19th century science -- the theories of electromagnetism and thermodynamics. \n\nCharismatic, confident, and boyishly handsome, Thomson was not a scientist who labored quietly in a lab, plying his trade in monkish isolation. When scores of able tinkerers were flummoxed by their inability to adapt overland telegraphic cables to underwater, intercontinental use, Thomson took to the high seas with new equipment that was to change the face of modern communications. And as the world\u2019s navies were transitioning from wooden to iron ships, they looked to Thomson to devise a compass that would hold true even when surrounded by steel.\n\nGaining fame and wealth through his inventive genius, Thomson was elevated to the peerage by Queen Victoria for his many achievements. He was the first scientist ever to be so honored. Indeed, his name survives in the designation of degrees Kelvin, the temperature scale that begins with absolute zero, the point at which atomic motion ceases and there is a complete absence of heat. Sir William Thomson, Lord Kelvin, was Great Britain's unrivaled scientific hero.\n\nBut as the century drew to a close and Queen Victoria's reign ended, this legendary scientific mind began to weaken. He grudgingly gave way to others with a keener, more modern vision. But the great physicist did not go quietly. With a ready pulpit at his disposal, he publicly proclaimed his doubts over the existence of atoms. He refused to believe that radioactivity involved the transmutation of elements. And believing that the origin of life was a matter beyond the expertise of science and better left to theologians, he vehemently opposed the doctrines of evolution, repeatedly railing against Charles Darwin. Sadly, this pioneer of modern science spent his waning years arguing that the Earth and the Sun could not be more than 100 million years old. And although his early mathematical prowess had transformed our understanding of the forces of nature, he would never truly accept the revolutionary changes he had helped bring about, and it was others who took his ideas to their logical conclusion. \n\nIn the end Thomson came to stand for all that was old and complacent in the world of 19th century science. Once a scientific force to be reckoned with, a leader to whom others eagerly looked for answers, his peers in the end left him behind -- and then meted out the ultimate punishment for not being able to keep step with them. For while they were content to bury him in Westminster Abbey alongside Isaac Newton, they used his death as an opportunity to write him out of the scientific record, effectively denying him his place in history. Kelvin\u2019s name soon faded from the headlines, his seminal ideas forgotten, his crucial contributions overshadowed.\n\nDestined to become the definitive biography of one of the most important figures in modern science, Degrees Kelvin unravels the mystery of a life composed of equal parts triumph and tragedy, hubris and humility, yielding a surprising and compelling portrait of a complex and enigmatic man.\n", url = "https://nap.nationalacademies.org/catalog/10736/degrees-kelvin-a-tale-of-genius-invention-and-tragedy", year = 2004, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "High School Mathematics at Work: Essays and Examples for the Education of All Students", isbn = "978-0-309-06353-1", abstract = "Traditionally, vocational mathematics and precollege mathematics have been separate in schools. But the technological world in which today's students will work and live calls for increasing connection between mathematics and its applications. Workplace-based mathematics may be good mathematics for everyone.\nHigh School Mathematics at Work illuminates the interplay between technical and academic mathematics. This collection of thought-provoking essays\u2014by mathematicians, educators, and other experts\u2014is enhanced with illustrative tasks from workplace and everyday contexts that suggest ways to strengthen high school mathematical education.\nThis important book addresses how to make mathematical education of all students meaningful\u2014how to meet the practical needs of students entering the work force after high school as well as the needs of students going on to postsecondary education.\nThe short readable essays frame basic issues, provide background, and suggest alternatives to the traditional separation between technical and academic mathematics. They are accompanied by intriguing multipart problems that illustrate how deep mathematics functions in everyday settings\u2014from analysis of ambulance response times to energy utilization, from buying a used car to \"rounding off\" to simplify problems.\nThe book addresses the role of standards in mathematics education, discussing issues such as finding common ground between science and mathematics education standards, improving the articulation from school to work, and comparing SAT results across settings.\nExperts discuss how to develop curricula so that students learn to solve problems they are likely to encounter in life\u2014while also providing them with approaches to unfamiliar problems. The book also addresses how teachers can help prepare students for postsecondary education.\nFor teacher education the book explores the changing nature of pedagogy and new approaches to teacher development. What kind of teaching will allow mathematics to be a guide rather than a gatekeeper to many career paths? Essays discuss pedagogical implication in problem-centered teaching, the role of complex mathematical tasks in teacher education, and the idea of making open-ended tasks\u2014and the student work they elicit\u2014central to professional discourse.\nHigh School Mathematics at Work presents thoughtful views from experts. It identifies rich possibilities for teaching mathematics and preparing students for the technological challenges of the future. This book will inform and inspire teachers, teacher educators, curriculum developers, and others involved in improving mathematics education and the capabilities of tomorrow's work force.", url = "https://nap.nationalacademies.org/catalog/5777/high-school-mathematics-at-work-essays-and-examples-for-the", year = 1998, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Richard F. Elmore and Robert Rothman", title = "Testing, Teaching, and Learning: A Guide for States and School Districts", isbn = "978-0-309-06534-4", abstract = "State education departments and school districts face an important challenge in implementing a new law that requires disadvantaged students to be held to the same standards as other students. The new requirements come from provisions of the 1994 reauthorization of Title I, the largest federal effort in precollegiate education, which provides aid to \"level the field\" for disadvantaged students.\nTesting, Teaching, and Learning is written to help states and school districts comply with the new law, offering guidance for designing and implementing assessment and accountability systems. This book examines standards-based education reform and reviews the research on student assessment, focusing on the needs of disadvantaged students covered by Title I. With examples of states and districts that have track records in new systems, the committee develops a practical \"decision framework\" for education officials.\nThe book explores how best to design assessment and accountability systems that support high levels of student learning and to work toward continuous improvement. Testing, Teaching, and Learning will be an important tool for all involved in educating disadvantaged students\u2014state and local administrators and classroom teachers.", url = "https://nap.nationalacademies.org/catalog/9609/testing-teaching-and-learning-a-guide-for-states-and-school", year = 1999, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "J. Myron Atkin and Paul Black and Janet Coffey", title = "Classroom Assessment and the National Science Education Standards", isbn = "978-0-309-06998-4", abstract = "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?\nThis 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.\nFocusing 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.\n", url = "https://nap.nationalacademies.org/catalog/9847/classroom-assessment-and-the-national-science-education-standards", year = 2001, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "The Assessment of Science Meets the Science of Assessment: Summary of a Workshop", isbn = "978-0-309-06546-7", abstract = "To explore the connections between new approaches to science education and new developments in assessment, the Board on Testing and Assessment (BOTA) of the National Research Council (NRC) sponsored a two-day conference on February 22 and 23, 1997. Participants included BOTA members, other measurement experts, and educators and policymakers concerned with science education reform. The conference encouraged the exchange of ideas between those with measurement expertise and those with creative approaches to instruction and assessment.", url = "https://nap.nationalacademies.org/catalog/9588/the-assessment-of-science-meets-the-science-of-assessment-summary", year = 1999, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "Measuring Up: Prototypes for Mathematics Assessment", isbn = "978-0-309-04845-3", abstract = "Glimpse the future of mathematics assessment in Measuring Up This book features 13 classroom exercises for fourth grade students that demonstrate the dramatic meaning of inquiry, performance, communication, and problem solving as standards for mathematics education.\nPolicymakers, education leaders, classroom teachers, university-based educators, and parents can learn from the use of these genuine mathematics problems to challenge and prepare students for the future.\nsingle copy, $10.95; 2-9 copies, $8.50 each; 10 or more copies, $6.95 each (no other discounts apply)", url = "https://nap.nationalacademies.org/catalog/2071/measuring-up-prototypes-for-mathematics-assessment", year = 1993, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academy of Engineering", title = "Infusing Real World Experiences into Engineering Education", isbn = "978-0-309-30722-2", abstract = "The aim of this report is to encourage enhanced richness and relevance of the undergraduate engineering education experience, and thus produce better-prepared and more globally competitive graduates, by providing practical guidance for incorporating real world experience in US engineering programs. The report, a collaborative effort of the National Academy of Engineering (NAE) and Advanced Micro Devices, Inc. (AMD), builds on two NAE reports on The Engineer of 2020 that cited the importance of grounding engineering education in real world experience. This project also aligns with other NAE efforts in engineering education, such as the Grand Challenges of Engineering, Changing the Conversation, and Frontiers of Engineering Education.\nThis publication presents 29 programs that have successfully infused real world experiences into engineering or engineering technology undergraduate education. The Real World Engineering Education committee acknowledges the vision of AMD in supporting this project, which provides useful exemplars for institutions of higher education who seek model programs for infusing real world experiences in their programs. The NAE selection committee was impressed by the number of institutions committed to grounding their programs in real world experience and by the quality, creativity, and diversity of approaches reflected in the submissions. A call for nominations sent to engineering and engineering technology deans, chairs, and faculty yielded 95 high-quality submissions. Two conditions were required of the nominations: (1) an accredited 4-year undergraduate engineering or engineering technology program was the lead institutions, and (2) the nominated program started operation no later than the fall 2010 semester. Within these broad parameters, nominations ranged from those based on innovations within a single course to enhancements across an entire curriculum or institution.\nInfusing Real World Experiences into Engineering Education is intended to provide sufficient information to enable engineering and engineering technology faculty and administrators to assess and adapt effective, innovative models of programs to their own institution's objectives. Recognizing that change is rarely trivial, the project included a brief survey of selected engineering deans concern in the adoption of such programs.", url = "https://nap.nationalacademies.org/catalog/18184/infusing-real-world-experiences-into-engineering-education", year = 2012, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Jennifer Self", title = "Teaching K-12 Science and Engineering During a Crisis", isbn = "978-0-309-68194-0", abstract = "The COVID-19 pandemic is resulting in widespread and ongoing changes to how the K-12 education system functions, including disruptions to science teaching and learning environments. Students and teachers are all figuring out how to do schooling differently, and districts and states are working overtime to reimagine systems and processes. This is difficult and stressful work in the middle of the already stressful and sometimes traumatic backdrop of the global pandemic. In addition, students with disabilities, students of color, immigrants, English learners, and students from under-resourced communities have been disproportionately affected, both by the pandemic itself and by the resulting instructional shifts.\nTeaching K-12 Science and Engineering During a Crisis aims to describe what high quality science and engineering education can look like in a time of great uncertainty and to support practitioners as they work toward their goals. This book includes guidance for science and engineering practitioners - with an emphasis on the needs of district science supervisors, curriculum leads, and instructional coaches. Teaching K-12 Science and Engineering During a Crisis will help K-12 science and engineering teachers adapt learning experiences as needed to support students and their families dealing with ongoing changes to instructional and home environments and at the same time provide high quality in those experiences.", url = "https://nap.nationalacademies.org/catalog/25909/teaching-k-12-science-and-engineering-during-a-crisis", year = 2020, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "Science Teaching Reconsidered: A Handbook", isbn = "978-0-309-05498-0", abstract = "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\u2014and the wonder\u2014of science.\nWhat 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.\nWritten by scientists who are also educators, the handbook offers suggestions for having a greater impact in the classroom and provides resources for further research.", url = "https://nap.nationalacademies.org/catalog/5287/science-teaching-reconsidered-a-handbook", year = 1997, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Ann Shannon", title = "Keeping Score", isbn = "978-0-309-06535-1", abstract = "Curriculum reform, performance assessment, standards, portfolios, and high stakes testing-what's next? What does this all mean for me in my classroom? Many teachers have asked such questions since mathematics led the way in setting standards with the publication of the Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics [NCTM], 1989). This seminal document and others that followed served as catalysts for mathematics education reform, giving rise to new initiatives related to curriculum, instruction, and assessment over the past decade. In particular, approaches to classroom, school, and district-wide assessment have undergone a variety of changes as educators have sought to link classroom teaching to appropriate assessment opportunities.\nSince the publication of Everybody Counts (National Research Council [NRC], 1989), the Mathematical Sciences Education Board (MSEB) has dedicated its efforts to the improvement of mathematics education. A national summit on assessment led to the publication of For Good Measure (NRC, 1991). This statement of goals and objectives for assessment in mathematics was followed by Measuring Up (NRC, 1993a), which provided prototypical fourth-grade performance assessment tasks linked to the goals of the NCTM's Curriculum and Evaluation Standards. Measuring What Counts (NRC, 1993b) demonstrated the importance of mathematics content, learning, and equity as they relate to assessment. The MSEB is now prepared to present perspectives on issues in mathematics education assessment for those most directly engaged in implementing the reform initiatives on a daily basis-classroom teachers, school principals, supervisors, and others in school-based settings.", url = "https://nap.nationalacademies.org/catalog/9635/keeping-score", year = 1999, publisher = "The National Academies Press", address = "Washington, DC" }