TY - BOOK AU - National Research Council A2 - M. Suzanne Donovan A2 - John D. Bransford TI - How Students Learn: Mathematics in the Classroom SN - DO - 10.17226/11101 PY - 2005 UR - https://nap.nationalacademies.org/catalog/11101/how-students-learn-mathematics-in-the-classroom PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - How Students Learn: Mathematics in the Classroom builds on the discoveries detailed in the best-selling How People Learn. Now these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness. This book shows how to overcome the difficulties in teaching math to generate real insight and reasoning in math students. It also features illustrated suggestions for classroom activities. ER - TY - BOOK TI - PY - UR - PB - The National Academies Press CY - Washington, DC LA - English ER - TY - BOOK AU - National Research Council A2 - Robert J. Mislevy A2 - Kaeli T. Knowles TI - Performance Assessments for Adult Education: Exploring the Measurement Issues: Report of a Workshop SN - DO - 10.17226/10366 PY - 2002 UR - https://nap.nationalacademies.org/catalog/10366/performance-assessments-for-adult-education-exploring-the-measurement-issues-report PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - In the United States, the nomenclature of adult education includes adult literacy, adult secondary education, and English for speakers of other languages (ESOL) services provided to undereducated and limited English proficient adults. Those receiving adult education services have diverse reasons for seeking additional education. With the passage of the WIA, the assessment of adult education students became mandatory-regardless of their reasons for seeking services. The law does allow the states and local programs flexibility in selecting the most appropriate assessment for the student. The purpose of the NRC's workshop was to explore issues related to efforts to measure learning gains in adult basic education programs, with a focus on performance-based assessments. ER - TY - BOOK AU - National Research Council A2 - M. Suzanne Donovan A2 - John D. Bransford TI - How Students Learn: History, Mathematics, and Science in the Classroom SN - DO - 10.17226/10126 PY - 2005 UR - https://nap.nationalacademies.org/catalog/10126/how-students-learn-history-mathematics-and-science-in-the-classroom PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - How do you get a fourth-grader excited about history? How do you even begin to persuade high school students that mathematical functions are relevant to their everyday lives? In this volume, practical questions that confront every classroom teacher are addressed using the latest exciting research on cognition, teaching, and learning. How Students Learn: History, Mathematics, and Science in the Classroom builds on the discoveries detailed in the bestselling How People Learn. Now, these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness. Organized for utility, the book explores how the principles of learning can be applied in teaching history, science, and math topics at three levels: elementary, middle, and high school. Leading educators explain in detail how they developed successful curricula and teaching approaches, presenting strategies that serve as models for curriculum development and classroom instruction. Their recounting of personal teaching experiences lends strength and warmth to this volume. The book explores the importance of balancing students' knowledge of historical fact against their understanding of concepts, such as change and cause, and their skills in assessing historical accounts. It discusses how to build straightforward science experiments into true understanding of scientific principles. And it shows how to overcome the difficulties in teaching math to generate real insight and reasoning in math students. It also features illustrated suggestions for classroom activities. How Students Learn offers a highly useful blend of principle and practice. It will be important not only to teachers, administrators, curriculum designers, and teacher educators, but also to parents and the larger community concerned about children's education. ER - TY - BOOK AU - National Research Council TI - The Nature and Role of Algebra in the K-14 Curriculum: Proceedings of a National Symposium SN - DO - 10.17226/6286 PY - 1998 UR - https://nap.nationalacademies.org/catalog/6286/the-nature-and-role-of-algebra-in-the-k-14-curriculum PB - The National Academies Press CY - Washington, DC LA - English KW - Education KW - Math, Chemistry, and Physics KW - Surveys and Statistics AB - With the 1989 release of Everybody Counts by the Mathematical Sciences Education Board (MSEB) of the National Research Council and the Curriculum and Evaluation Standards for School Mathematics by the National Council of Teachers of Mathematics (NCTM), the "standards movement" in K-12 education was launched. Since that time, the MSEB and the NCTM have remained committed to deepening the public debate, discourse, and understanding of the principles and implications of standards-based reform. One of the main tenets in the NCTM Standards is commitment to providing high-quality mathematical experiences to all students. Another feature of the Standards is emphasis on development of specific mathematical topics across the grades. In particular, the Standards emphasize the importance of algebraic thinking as an essential strand in the elementary school curriculum. Issues related to school algebra are pivotal in many ways. Traditionally, algebra in high school or earlier has been considered a gatekeeper, critical to participation in postsecondary education, especially for minority students. Yet, as traditionally taught, first-year algebra courses have been characterized as an unmitigated disaster for most students. There have been many shifts in the algebra curriculum in schools within recent years. Some of these have been successful first steps in increasing enrollment in algebra and in broadening the scope of the algebra curriculum. Others have compounded existing problems. Algebra is not yet conceived of as a K-14 subject. Issues of opportunity and equity persist. Because there is no one answer to the dilemma of how to deal with algebra, making progress requires sustained dialogue, experimentation, reflection, and communication of ideas and practices at both the local and national levels. As an initial step in moving from national-level dialogue and speculations to concerted local and state level work on the role of algebra in the curriculum, the MSEB and the NCTM co-sponsored a national symposium, "The Nature and Role of Algebra in the K-14 Curriculum," on May 27 and 28, 1997, at the National Academy of Sciences in Washington, D.C. ER - TY - BOOK AU - National Research Council A2 - Jeremy Kilpatrick A2 - Jane Swafford TI - Helping Children Learn Mathematics SN - DO - 10.17226/10434 PY - 2002 UR - https://nap.nationalacademies.org/catalog/10434/helping-children-learn-mathematics PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - Results from national and international assessments indicate that school children in the United States are not learning mathematics well enough. Many students cannot correctly apply computational algorithms to solve problems. Their understanding and use of decimals and fractions are especially weak. Indeed, helping all children succeed in mathematics is an imperative national goal. However, for our youth to succeed, we need to change how we’re teaching this discipline. Helping Children Learn Mathematics provides comprehensive and reliable information that will guide efforts to improve school mathematics from pre--kindergarten through eighth grade. The authors explain the five strands of mathematical proficiency and discuss the major changes that need to be made in mathematics instruction, instructional materials, assessments, teacher education, and the broader educational system and answers some of the frequently asked questions when it comes to mathematics instruction. The book concludes by providing recommended actions for parents and caregivers, teachers, administrators, and policy makers, stressing the importance that everyone work together to ensure a mathematically literate society. ER - TY - BOOK TI - Mathematics and Science Education Around the World: What Can We Learn? -- Summary DO - 10.17226/9146 PY - 1996 UR - https://nap.nationalacademies.org/catalog/9146/mathematics-and-science-education-around-the-world-what-can-we PB - The National Academies Press CY - Washington, DC LA - English KW - Education ER - TY - BOOK AU - National Academy of Engineering TI - Infusing Ethics into the Development of Engineers: Exemplary Education Activities and Programs SN - DO - 10.17226/21889 PY - 2016 UR - https://nap.nationalacademies.org/catalog/21889/infusing-ethics-into-the-development-of-engineers-exemplary-education-activities PB - The National Academies Press CY - Washington, DC LA - English KW - Engineering and Technology KW - Education AB - Ethical practice in engineering is critical for ensuring public trust in the field and in its practitioners, especially as engineers increasingly tackle international and socially complex problems that combine technical and ethical challenges. This report aims to raise awareness of the variety of exceptional programs and strategies for improving engineers' understanding of ethical and social issues and provides a resource for those who seek to improve ethical development of engineers at their own institutions. This publication presents 25 activities and programs that are exemplary in their approach to infusing ethics into the development of engineering students. It is intended to serve as a resource for institutions of higher education seeking to enhance their efforts in this area. ER - TY - BOOK AU - National Research Council TI - Adapting to a Changing World: Challenges and Opportunities in Undergraduate Physics Education SN - DO - 10.17226/18312 PY - 2013 UR - https://nap.nationalacademies.org/catalog/18312/adapting-to-a-changing-world-challenges-and-opportunities-in-undergraduate PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - Adapting to a Changing World was commissioned by the National Science Foundation to examine the present status of undergraduate physics education, including the state of physics education research, and, most importantly, to develop a series of recommendations for improving physics education that draws from the knowledge we have about learning and effective teaching. Our committee has endeavored to do so, with great interest and more than a little passion. The Committee on Undergraduate Physics Education Research and Implementation was established in 2010 by the Board on Physics and Astronomy of the National Research Council. This report summarizes the committee's response to its statement of task, which requires the committee to produce a report that identifies the goals and challenges facing undergraduate physics education and identifies how best practices for undergraduate physics education can be implemented on a widespread and sustained basis, assess the status of physics education research (PER) and discuss how PER can assist in accomplishing the goal of improving undergraduate physics education best practices and education policy. ER - TY - BOOK AU - National Research Council A2 - Jeremy Kilpatrick A2 - Jane Swafford A2 - Bradford Findell TI - Adding It Up: Helping Children Learn Mathematics SN - DO - 10.17226/9822 PY - 2001 UR - https://nap.nationalacademies.org/catalog/9822/adding-it-up-helping-children-learn-mathematics PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - Adding It Up explores how students in pre-K through 8th grade learn mathematics and recommends how teaching, curricula, and teacher education should change to improve mathematics learning during these critical years. The committee identifies five interdependent components of mathematical proficiency and describes how students develop this proficiency. With examples and illustrations, the book presents a portrait of mathematics learning: Research findings on what children know about numbers by the time they arrive in pre-K and the implications for mathematics instruction. Details on the processes by which students acquire mathematical proficiency with whole numbers, rational numbers, and integers, as well as beginning algebra, geometry, measurement, and probability and statistics. The committee discusses what is known from research about teaching for mathematics proficiency, focusing on the interactions between teachers and students around educational materials and how teachers develop proficiency in teaching mathematics. ER - TY - BOOK AU - National Research Council A2 - M. Suzanne Donovan A2 - John D. Bransford TI - How Students Learn: Science in the Classroom SN - DO - 10.17226/11102 PY - 2005 UR - https://nap.nationalacademies.org/catalog/11102/how-students-learn-science-in-the-classroom PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - How Students Learn: Science in the Classroom builds on the discoveries detailed in the best-selling How People Learn. Now these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness. Organized for utility, the book explores how the principles of learning can be applied in science at three levels: elementary, middle, and high school. Leading educators explain in detail how they developed successful curricula and teaching approaches, presenting strategies that serve as models for curriculum development and classroom instruction. Their recounting of personal teaching experiences lends strength and warmth to this volume. This book discusses how to build straightforward science experiments into true understanding of scientific principles. It also features illustrated suggestions for classroom activities. ER - TY - BOOK AU - National Academy of Engineering AU - National Academies of Sciences, Engineering, and Medicine A2 - Brett Moulding A2 - Nancy Songer A2 - Kerry Brenner TI - Science and Engineering for Grades 6-12: Investigation and Design at the Center SN - DO - 10.17226/25216 PY - 2019 UR - https://nap.nationalacademies.org/catalog/25216/science-and-engineering-for-grades-6-12-investigation-and-design PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - 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. ER - TY - BOOK AU - National Research Council A2 - Richard A. McCray A2 - Robert L. DeHaan A2 - Julie Anne Schuck TI - Improving Undergraduate Instruction in Science, Technology, Engineering, and Mathematics: Report of a Workshop SN - DO - 10.17226/10711 PY - 2003 UR - https://nap.nationalacademies.org/catalog/10711/improving-undergraduate-instruction-in-science-technology-engineering-and-mathematics-report PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - Participants in this workshop were asked to explore three related questions: (1) how to create measures of undergraduate learning in STEM courses; (2) how such measures might be organized into a framework of criteria and benchmarks to assess instruction; and (3) how such a framework might be used at the institutional level to assess STEM courses and curricula to promote ongoing improvements. The following issues were highlighted: Effective science instruction identifies explicit, measurable learning objectives. Effective teaching assists students in reconciling their incomplete or erroneous preconceptions with new knowledge. Instruction that is limited to passive delivery of information requiring memorization of lecture and text contents is likely to be unsuccessful in eliciting desired learning outcomes. Models of effective instruction that promote conceptual understanding in students and the ability of the learner to apply knowledge in new situations are available. Institutions need better assessment tools for evaluating course design and effective instruction. Deans and department chairs often fail to recognize measures they have at their disposal to enhance incentives for improving education. Much is still to be learned from research into how to improve instruction in ways that enhance student learning. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Alexandra Beatty A2 - Heidi Schweingruber TI - Seeing Students Learn Science: Integrating Assessment and Instruction in the Classroom SN - DO - 10.17226/23548 PY - 2017 UR - https://nap.nationalacademies.org/catalog/23548/seeing-students-learn-science-integrating-assessment-and-instruction-in-the PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - 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–12 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. The 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—whatever their purpose—cannot 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. ER - TY - BOOK AU - National Research Council A2 - Sarah Michaels A2 - Andrew W. Shouse A2 - Heidi A. Schweingruber TI - Ready, Set, SCIENCE!: Putting Research to Work in K-8 Science Classrooms SN - DO - 10.17226/11882 PY - 2008 UR - https://nap.nationalacademies.org/catalog/11882/ready-set-science-putting-research-to-work-in-k-8 PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - What types of instructional experiences help K-8 students learn science with understanding? What do science educators, teachers, teacher leaders, science specialists, professional development staff, curriculum designers, and school administrators need to know to create and support such experiences? Ready, Set, Science! guides the way with an account of the groundbreaking and comprehensive synthesis of research into teaching and learning science in kindergarten through eighth grade. Based on the recently released National Research Council report Taking Science to School: Learning and Teaching Science in Grades K-8, this book summarizes a rich body of findings from the learning sciences and builds detailed cases of science educators at work to make the implications of research clear, accessible, and stimulating for a broad range of science educators. Ready, Set, Science! is filled with classroom case studies that bring to life the research findings and help readers to replicate success. Most of these stories are based on real classroom experiences that illustrate the complexities that teachers grapple with every day. They show how teachers work to select and design rigorous and engaging instructional tasks, manage classrooms, orchestrate productive discussions with culturally and linguistically diverse groups of students, and help students make their thinking visible using a variety of representational tools. This book will be an essential resource for science education practitioners and contains information that will be extremely useful to everyone �including parents �directly or indirectly involved in the teaching of science. ER - TY - BOOK TI - The Preparation of Teachers of Mathematics: Considerations and Challenges: A Letter Report DO - 10.17226/10055 PY - 1996 UR - https://nap.nationalacademies.org/catalog/10055/the-preparation-of-teachers-of-mathematics-considerations-and-challenges-a PB - The National Academies Press CY - Washington, DC LA - English KW - Education ER - TY - BOOK TI - Mathematical Preparation of the Technical Work Force: Report of a Workshop DO - 10.17226/9066 PY - 1995 UR - https://nap.nationalacademies.org/catalog/9066/mathematical-preparation-of-the-technical-work-force-report-of-a PB - The National Academies Press CY - Washington, DC LA - English KW - Education ER - TY - BOOK AU - National Research Council A2 - Mark R. Wilson A2 - Meryl W. Bertenthal TI - Systems for State Science Assessment SN - DO - 10.17226/11312 PY - 2006 UR - https://nap.nationalacademies.org/catalog/11312/systems-for-state-science-assessment PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - In response to the No Child Left Behind Act of 2001 (NCLB), Systems for State Science Assessment explores the ideas and tools that are needed to assess science learning at the state level. This book provides a detailed examination of K-12 science assessment: looking specifically at what should be measured and how to measure it. Along with reading and mathematics, the testing of science is a key component of NCLB—it is part of the national effort to establish challenging academic content standards and develop the tools to measure student progress toward higher achievement. The book will be a critical resource for states that are designing and implementing science assessments to meet the 2007-2008 requirements of NCLB. In addition to offering important information for states, Systems for State Science Assessment provides policy makers, local schools, teachers, scientists, and parents with a broad view of the role of testing and assessment in science education. 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 - National Research Council A2 - Richard A. Duschl A2 - Heidi A. Schweingruber A2 - Andrew W. Shouse TI - Taking Science to School: Learning and Teaching Science in Grades K-8 SN - DO - 10.17226/11625 PY - 2007 UR - https://nap.nationalacademies.org/catalog/11625/taking-science-to-school-learning-and-teaching-science-in-grades PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - What is science for a child? How do children learn about science and how to do science? Drawing on a vast array of work from neuroscience to classroom observation, Taking Science to School provides a comprehensive picture of what we know about teaching and learning science from kindergarten through eighth grade. By looking at a broad range of questions, this book provides a basic foundation for guiding science teaching and supporting students in their learning. Taking Science to School answers such questions as: When do children begin to learn about science? Are there critical stages in a child's development of such scientific concepts as mass or animate objects? What role does nonschool learning play in children's knowledge of science? How can science education capitalize on children's natural curiosity? What are the best tasks for books, lectures, and hands-on learning? How can teachers be taught to teach science? The book also provides a detailed examination of how we know what we know about children's learning of science—about the role of research and evidence. This book will be an essential resource for everyone involved in K-8 science education—teachers, principals, boards of education, teacher education providers and accreditors, education researchers, federal education agencies, and state and federal policy makers. It will also be a useful guide for parents and others interested in how children learn. ER -