%0 Book %T Data for Science and Society: Proceedings of the Second National Conference on Scientific and Technical Data %D 2001 %U https://nap.nationalacademies.org/catalog/10060/data-for-science-and-society-proceedings-of-the-second-national %> https://nap.nationalacademies.org/catalog/10060/data-for-science-and-society-proceedings-of-the-second-national %I The National Academies Press %C Washington, DC %G English %K Policy for Science and Technology %P 0 %X In conjunction with several federal science agencies, the U.S. National Committee for CODATA organized the Second National Conference on Scientific and Technical Data: Data for Science and Society to address important multidisciplinary issues in managing and using scientific and technical (S&T) data and to improve the visibility of these issues nationally. The main focus was on promoting the availability and usefulness of S&T data to all users, both in research and in the broader society, using examples of ground-breaking and innovative applications and highly creative partnerships. The conference was held on March 13-14, 2000, at the National Academy of Sciences in Washington, D.C., and included a set of plenary presentations by invited speakers, as well as contributed poster presentations and technical demonstrations. These proceedings from the conference include only the invited plenary presentations. These presentations have been edited and reviewed according to standard National Research Council procedures, although they are included in this volume as the contributions of each individual speaker. %0 Book %A National Research Council %T Astronomy and Astrophysics in the New Millennium: An Overview %D 2001 %U https://nap.nationalacademies.org/catalog/10314/astronomy-and-astrophysics-in-the-new-millennium-an-overview %> https://nap.nationalacademies.org/catalog/10314/astronomy-and-astrophysics-in-the-new-millennium-an-overview %I The National Academies Press %C Washington, DC %G English %K Space and Aeronautics %P 28 %X The report of the Astronomy and Astrophysics Survey Committee (AASC), Astronomy and Astrophysics in the New Millennium, contains recommendations in priority order for new initiatives to realize the science goals of the field. It is the most recent in a series of surveys that are carried out once every ten years. In preparing the New Millennium report, the AASC made use of a series of panel reports that address various aspects of ground- and space-based astronomy and astrophysics. These reports provide in-depth technical detail. %0 Book %A Institute of Medicine %E Smedley, Brian D. %E Stith, Adrienne Y. %E Colburn, Lois %E Evans, Clyde H. %T The Right Thing to Do, The Smart Thing to Do: Enhancing Diversity in the Health Professions -- Summary of the Symposium on Diversity in Health Professions in Honor of Herbert W. Nickens, M.D. %@ 978-0-309-07614-2 %D 2001 %U https://nap.nationalacademies.org/catalog/10186/the-right-thing-to-do-the-smart-thing-to-do %> https://nap.nationalacademies.org/catalog/10186/the-right-thing-to-do-the-smart-thing-to-do %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %P 376 %X The Symposium on Diversity in the Health Professions in Honor of Herbert W. Nickens, M.D., was convened in March 2001 to provide a forum for health policymakers, health professions educators, education policymakers, researchers, and others to address three significant and contradictory challenges: the continued under-representation of African Americans, Hispanics, and Native Americans in health professions; the growth of these populations in the United States and subsequent pressure to address their health care needs; and the recent policy, legislative, and legal challenges to affirmative action that may limit access for underrepresented minority students to health professions training. The symposium summary along with a collection of papers presented are to help stimulate further discussion and action toward addressing these challenges. The Right Thing to Do, The Smart Thing to Do: Enhancing Diversity in Health Professions illustrates how the health care industry and health care professions are fighting to retain the public's confidence so that the U.S. health care system can continue to be the world's best. %0 Book %T Who Are These People?: A Guide for Child Care Professionals %D 2003 %U https://nap.nationalacademies.org/catalog/10696/who-are-these-people-a-guide-for-child-care-professionals %> https://nap.nationalacademies.org/catalog/10696/who-are-these-people-a-guide-for-child-care-professionals %I The National Academies Press %C Washington, DC %G English %K Behavioral and Social Sciences %P 16 %X As children spend an increasing portion of their day outside the home, it has become even more important that they are consistently exposed to positive and productive experiences, especially during their formative years. High-quality care is no longer a plus—it's a must. With the goal of making daily caregiving easier and more enjoyable, the National Academies and the McCormick Tribune Foundation have partnered to produce this useful and informative booklet. Based on key findings described in two recent reports on early childhood development and education from the National Academies—From Neurons to Neighborhoods: The Science of Early Childhood Development and Eager to Learn: Educating Our Preschoolers—it offers helpful suggestions and practical guidance to child care providers, educators, and even interested parents. Concentrating specifically on infants, toddlers, and preschoolers, Who Are These People?: A Guide for Child Care Professionals provides information and inspiration to everyone who interacts with young children on a regular basis. Copies are available free of charge in English or Spanish. Get yours today by phoning Customer Service toll free at 1-800-624-6242. %0 Book %A National Research Council %E Atkin, J. Myron %E Black, Paul %E Coffey, Janet %T Classroom Assessment and the National Science Education Standards %@ 978-0-309-06998-4 %D 2001 %U https://nap.nationalacademies.org/catalog/9847/classroom-assessment-and-the-national-science-education-standards %> https://nap.nationalacademies.org/catalog/9847/classroom-assessment-and-the-national-science-education-standards %I The National Academies Press %C Washington, DC %G English %K Education %P 127 %X The National Science Education Standards address not only what students should learn about science but also how their learning should be assessed. How do we know what they know? This accompanying volume to the Standards focuses on a key kind of assessment: the evaluation that occurs regularly in the classroom, by the teacher and his or her students as interacting participants. As students conduct experiments, for example, the teacher circulates around the room and asks individuals about their findings, using the feedback to adjust lessons plans and take other actions to boost learning. Focusing on the teacher as the primary player in assessment, the book offers assessment guidelines and explores how they can be adapted to the individual classroom. It features examples, definitions, illustrative vignettes, and practical suggestions to help teachers obtain the greatest benefit from this daily evaluation and tailoring process. The volume discusses how classroom assessment differs from conventional testing and grading-and how it fits into the larger, comprehensive assessment system. %0 Book %T Reinventing Schools: The Technology is Now! %D 1995 %U https://nap.nationalacademies.org/catalog/9485/reinventing-schools-the-technology-is-now %> https://nap.nationalacademies.org/catalog/9485/reinventing-schools-the-technology-is-now %I The National Academies Press %C Washington, DC %G English %K Education %P 29 %X Today's children have grown up immersed in a world of computers and other information technologies. They play video games; they listen to music on digital compact disks; they help their families program the computerized controls of videocassette players. With all of the exciting innovations in computer technology, children have the opportunity to gain a wealth of knowledge without ever leaving home. Schools by comparison can seem dull. Education reformers have been developing new approaches for improving the way in which children learn and interact in the classroom. They now must consider the "technology gap" that exists between the technologically rich experiences children have outside the classroom and the comparatively low-tech, in-school environment. The aim is not just to outfit more classrooms with computers. Schools should be changed so that they encompass and guide out-of-school activities that already embrace technology. Not only is this vision possible, it also is feasible, according to Reinventing Schools. This document, available only as an on-line publication, is based on a meeting at which hundreds of leaders -from government, education, and the entertainment and information technology industries-developed strategies for reinvigorating the K-12 educational process by integrating the school experience with the information technology that has captured children's imaginations. Funding for the project was provided by the National Science Foundation, National Aeronautics and Space Administration, Academy Industry Program of the National Research Council, Coca-Cola Endowment Fund of the National Research Council, and Kellogg Endowment Fund of the National Academy of Sciences and Institute of Medicine. This is a web-only publication available at: http://www.nap.edu/readingroom/books/techgap/welcome.html. %0 Book %A National Research Council %T The Role of Scientists in the Professional Development of Science Teachers %@ 978-0-309-10372-5 %D 1996 %U https://nap.nationalacademies.org/catalog/2310/the-role-of-scientists-in-the-professional-development-of-science-teachers %> https://nap.nationalacademies.org/catalog/2310/the-role-of-scientists-in-the-professional-development-of-science-teachers %I The National Academies Press %C Washington, DC %G English %K Education %P 256 %X Scientists nationwide are showing greater interest in contributing to the reform of science education, yet many do not know how to begin. This highly readable book serves as a guide for those scientists interested in working on the professional development of K-12 science teachers. Based on information from over 180 professional development programs for science teachers, the volume addresses what kinds of activities work and why. Included are useful examples of programs focusing on issues of content and process in science teaching. The authors present "day-in-a-life" vignettes, along with a suggested reading list, to help familiarize scientists with the professional lives of K-12 science teachers. The book also offers scientists suggestions on how to take first steps toward involvement, how to identify programs that have been determined effective by teachers, and how to become involved in system-wide programs. Discussions on ways of working with teachers on program design, program evaluation, and funding sources are included. Accessible and practical, this book will be a welcome resource for university, institutional, and corporate scientists; teachers; teacher educators; organizations; administrators; and parents. %0 Book %A National Research Council %T Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium %@ 978-0-309-05692-2 %D 1997 %U https://nap.nationalacademies.org/catalog/5592/improving-teacher-preparation-and-credentialing-consistent-with-the-national-science-education-standards %> https://nap.nationalacademies.org/catalog/5592/improving-teacher-preparation-and-credentialing-consistent-with-the-national-science-education-standards %I The National Academies Press %C Washington, DC %G English %K Education %P 90 %0 Book %T Improving the Performance of America's Schools %D 1995 %U https://nap.nationalacademies.org/catalog/9250/improving-the-performance-of-americas-schools %> https://nap.nationalacademies.org/catalog/9250/improving-the-performance-of-americas-schools %I The National Academies Press %C Washington, DC %G English %K %P 61 %X The purpose of this publication is to sharpen the debate on education by presenting two contrasting statements on school reform—one by Eric Hanushek, summarizing conclusions of a group of economists on the need to revise incentives to improve public school outcomes, the other by Under Secretary of Education Marshall Smith and colleagues at the U.S. Department of Education, presenting the case for standards-based school reform. Neither of these statements represents positions considered and endorsed by the STEP Board or the National Research Council. %0 Book %A National Research Council %E Hollweg, Karen S. %E Hill, David %T What Is the Influence of the National Science Education Standards?: Reviewing the Evidence, A Workshop Summary %@ 978-0-309-08743-8 %D 2003 %U https://nap.nationalacademies.org/catalog/10618/what-is-the-influence-of-the-national-science-education-standards %> https://nap.nationalacademies.org/catalog/10618/what-is-the-influence-of-the-national-science-education-standards %I The National Academies Press %C Washington, DC %G English %K Education %P 222 %X In 2001, with support from National Science Foundation, the National Research Council began a review of the evidence concerning whether or not the National Science Education Standards have had an impact on the science education enterprise to date, and if so, what that impact has been. This publication represents the second phase of a three-phase effort by the National Research Council to answer that broad and very important question.Phase I began in 1999 and was completed in 2001, with publication of Investigating the Influence of Standards: A Framework for Research in Mathematics, Science, and Technology Education (National Research Council, 2002). That report provided organizing principles for the design, conduct, and interpretation of research regarding the influence of national standards. The Framework developed in Phase I was used to structure the current review of research that is reported here.Phase II began in mid-2001, involved a thorough search and review of the research literature on the influence of the NSES, and concludes with this publication, which summarizes the proceedings of a workshop conducted on May 10, 2002, in Washington, DC.Phase III will provide input, collected in 2002, from science educators, administrators at all levels, and other practitioners and policy makers regarding their views of the NSES, the ways and extent to which the NSES are influencing their work and the systems that support science education, and what next steps are needed. %0 Book %A National Research Council %T The Assessment of Science Meets the Science of Assessment: Summary of a Workshop %@ 978-0-309-06546-7 %D 1999 %U https://nap.nationalacademies.org/catalog/9588/the-assessment-of-science-meets-the-science-of-assessment-summary %> https://nap.nationalacademies.org/catalog/9588/the-assessment-of-science-meets-the-science-of-assessment-summary %I The National Academies Press %C Washington, DC %G English %K Education %P 48 %X 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. %0 Book %A National Research Council %E Beatty, Alexandra %T Assessing the Role of K-12 Academic Standards in States: Workshop Summary %@ 978-0-309-12035-7 %D 2008 %U https://nap.nationalacademies.org/catalog/12207/assessing-the-role-of-k-12-academic-standards-in-states %> https://nap.nationalacademies.org/catalog/12207/assessing-the-role-of-k-12-academic-standards-in-states %I The National Academies Press %C Washington, DC %G English %K Education %P 58 %X Every state in the United States, the District of Columbia, and the Department of Defense Education Activity now has its own academic standards, at least in core subjects. These documents vary in their structure, level of specificity, and other characteristics. Professional societies have also developed standards, in mathematics, English language arts, science, social studies, civics, foreign languages, and other academic subjects, and many states have drawn on these as they prepared their own standards documents. Other organizations have also offered standards and benchmarks. For example, the Mid-continent Research for Education and Learning (McREL) offers standards developed with the goal of applying a consistent structure and degree of rigor and specificity to standards in diverse subjects. This abundance of standards reflects a vigorous response to the call for high standards articulated in the National Commission on Excellence in Education's 1983 report A Nation at Risk, and it also poses a variety of questions for educators, policy makers, and the public. What role are these standards playing? What are the strengths and weaknesses of the reform efforts that have been anchored by these standards? How are these standards applied, and how might standards-based reforms be improved? Would a move toward national standards in core academic subjects lead to improved instruction and learning? Would it be feasible? The committee identified three components to the charge for the first workshop: a review of the policy and research context in which current standards-based reform efforts are operating, a consideration of how the costs of standards and accountability systems might be calculated, and an analysis of similarities and differences among states' content and performance standards. Assessing the Role of K-12 Academic Standards in States: Workshop Summary summarizes this workshop and the committee's recommendations. %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Huntington, Candace %T Rebuilding Research, Education, and Innovation in Ukraine: Proceedings of a Workshop—in Brief %D 2022 %U https://nap.nationalacademies.org/catalog/26795/rebuilding-research-education-and-innovation-in-ukraine-proceedings-of-a %> https://nap.nationalacademies.org/catalog/26795/rebuilding-research-education-and-innovation-in-ukraine-proceedings-of-a %I The National Academies Press %C Washington, DC %G English %K Conflict and Security Issues %K Policy for Science and Technology %P 14 %0 Book %A National Academy of Engineering %T Educating the Engineer of 2020: Adapting Engineering Education to the New Century %@ 978-0-309-09649-2 %D 2005 %U https://nap.nationalacademies.org/catalog/11338/educating-the-engineer-of-2020-adapting-engineering-education-to-the %> https://nap.nationalacademies.org/catalog/11338/educating-the-engineer-of-2020-adapting-engineering-education-to-the %I The National Academies Press %C Washington, DC %G English %K Education %K Engineering and Technology %P 208 %X Educating the Engineer of 2020 is grounded by the observations, questions, and conclusions presented in the best-selling book The Engineer of 2020: Visions of Engineering in the New Century. This new book offers recommendations on how to enrich and broaden engineering education so graduates are better prepared to work in a constantly changing global economy. It notes the importance of improving recruitment and retention of students and making the learning experience more meaningful to them. It also discusses the value of considering changes in engineering education in the broader context of enhancing the status of the engineering profession and improving the public understanding of engineering. Although certain basics of engineering will not change in the future, the explosion of knowledge, the global economy, and the way engineers work will reflect an ongoing evolution. If the United States is to maintain its economic leadership and be able to sustain its share of high-technology jobs, it must prepare for this wave of change. %0 Book %A National Research Council %E Pea, Roy %E Wulf, William A. %E Elliott, Stuart W. %E Darling, Martha A. %T Planning for Two Transformations in Education and Learning Technology: Report of a Workshop %@ 978-0-309-08954-8 %D 2003 %U https://nap.nationalacademies.org/catalog/10789/planning-for-two-transformations-in-education-and-learning-technology-report %> https://nap.nationalacademies.org/catalog/10789/planning-for-two-transformations-in-education-and-learning-technology-report %I The National Academies Press %C Washington, DC %G English %K Education %P 144 %X In response to concerns about the continued unrealized potential of IT in K-12 education, the National Research Council’s Division of Behavioral and Social Sciences and Education, Center for Education (CFE), Board on Behavioral, Cognitive, and Sensory Sciences (BBCSS), and Computer Science and Telecommunications Board (CSTB) undertook a collaborative project to help the IT, education research, and practitioner communities work together to find ways of improving the use of IT in K-12 education for the benefit of all students. %0 Book %A National Research Council %E Hanushek, Eric A. %E Jorgenson, Dale W. %T Improving America's Schools: The Role of Incentives %D 1996 %U https://nap.nationalacademies.org/catalog/5143/improving-americas-schools-the-role-of-incentives %> https://nap.nationalacademies.org/catalog/5143/improving-americas-schools-the-role-of-incentives %I The National Academies Press %C Washington, DC %G English %K Education %P 280 %X Reform of American education is largely motivated by concerns about our economic competitiveness and American's standard of living. Yet, few if any of the public school reform agendas incorporate economic principles or research findings. Improving America's Schools explores how education and economic research can help produce, in the words of Harvard's Dale W. Jorgenson, "a unified framework for future education reform." This book presents the perspectives of noted experts, including Eric A. Hanushek, author of Making Schools Work, on creating incentives for improved school and student performance; Under Secretary of Education Marshall S. Smith on the Clinton Administration's reform program; and Rebecca Maynard, University of Pennsylvania, on the education of the disadvantaged. This volume explores these areas: The importance of schooling to labor market success. The prospects for combining school-based management with teacher incentives to gain the best of both approaches. The potential of recent innovations in student achievement testing, including new "value-added" indicators. The economic factors involved in maintaining an adequate stock of effective teachers. The volume also explores why, despite similar standards of living, France, the Netherlands, England, Scotland, and the United States produce different levels of education achievement. Improving America's Schools informs the current debate over school reform with a fresh perspective, examples, and data. This readable volume will be of interest to policymakers, researchers, educators, and education administrators as well as economists and employers—it is also readily accessible to concerned parents and the larger community. %0 Book %A National Research Council %E Hansen, Janet S. %T Preparing for the Workplace: Charting A Course for Federal Postsecondary Training Policy %@ 978-0-309-04935-1 %D 1994 %U https://nap.nationalacademies.org/catalog/2123/preparing-for-the-workplace-charting-a-course-for-federal-postsecondary %> https://nap.nationalacademies.org/catalog/2123/preparing-for-the-workplace-charting-a-course-for-federal-postsecondary %I The National Academies Press %C Washington, DC %G English %K Education %P 224 %X Job training has taken a central place among strategies to boost U.S. competitiveness in the world and ensure a high standard of living. Decision making in this area has a major impact on American workers who do not earn 4-year college degrees—fully three-quarters of the workforce. This timely volume reviews the state of postsecondary training for work in the United States; it addresses controversies about federal job policies and programs and outlines a national approach to improved quality and accessibility in workplace preparation. The committee focuses on the various types of training individuals need during their working lives. Leading experts explore the uneven nature of postsecondary training in the United States and contrast our programs with more comprehensive systems found in other major industrial countries. The authors propose what the federal government can—and cannot—do in improving postsecondary training, exploring appropriate roles and responsibilites for federal, state, and private interests. The volume highlights opportunities for improvement in the development of skills standards, student financial aid, worker retraining, second-change education, and the provision of better information to program managers, public officials, and trainees. With a wealth of insightful commentary and examples, this readable volume will be valuable to federal and state policymakers, leaders in the field of training, educators, employers, labor unions, and interested individuals. %0 Book %A National Research Council %T Designing Mathematics or Science Curriculum Programs: A Guide for Using Mathematics and Science Education Standards %@ 978-0-309-06527-6 %D 1999 %U https://nap.nationalacademies.org/catalog/9658/designing-mathematics-or-science-curriculum-programs-a-guide-for-using %> https://nap.nationalacademies.org/catalog/9658/designing-mathematics-or-science-curriculum-programs-a-guide-for-using %I The National Academies Press %C Washington, DC %G English %K Education %P 70 %X With the publication of the National Science Education Standards and the National Council of Teachers of Mathematics' Curriculum and Evaluation Standards for School Mathematics, a clear set of goals and guidelines for achieving literacy in mathematics and science was established. Designing Mathematics or Science Curriculum Programs has been developed to help state- and district-level education leaders create coherent, multi-year curriculum programs that provide students with opportunities to learn both mathematics and science in a connected and cumulative way throughout their schooling. Researchers have confirmed that as U.S. students move through the grade levels, they slip further and further behind students of other nations in mathematics and science achievement. Experts now believe that U.S. student performance is hindered by the lack of coherence in the mathematics and science curricula in many American schools. By structuring curriculum programs that capitalize on what students have already learned, the new concepts and processes that they can learn will be richer, more complex, and at a higher level. Designing Mathematics or Science Curriculum Programs outlines: Components of effective mathematics and science programs. Criteria by which these components can be judged. A process for developing curriculum that is structured, focused, and coherent. Perhaps most important, this book emphasizes the need for designing curricula across the entire 13-year span that our children spend in elementary and secondary school as a way to improve the quality of education. Ultimately, it will help state and district educators use national and state standards to design or re-build mathematics and science curriculum programs that develop new ideas and skills based on earlier ones—from lesson to lesson, unit to unit, year to year. Anyone responsible for designing or influencing mathematics or science curriculum programs will find this guide valuable. %0 Book %A National Research Council %E Beatty, Alexandra %T Successful STEM Education: A Workshop Summary %@ 978-0-309-21890-0 %D 2011 %U https://nap.nationalacademies.org/catalog/13230/successful-stem-education-a-workshop-summary %> https://nap.nationalacademies.org/catalog/13230/successful-stem-education-a-workshop-summary %I The National Academies Press %C Washington, DC %G English %K Education %P 94 %X What students learn about the science disciplines, technology, engineering, and mathematics during their K-12 schooling shapes their intellectual development, opportunities for future study and work, and choices of career, as well as their capacity to make informed decisions about political and civic issues and about their own lives. Most people share the vision that a highly capable STEM workforce and a population that understands and supports the scientific enterprise are key to the future place of the United States in global economics and politics and to the well-being of the nation. Indeed, the solutions to some of the most daunting problems facing the nation will require not only the expertise of top STEM professionals but also the wisdom and understanding of its citizens. Although much is known about why schools may not succeed, it is far less clear what makes STEM education effective. Successful STEM Education: A Workshop Summary discusses the importance of STEM education. The report describes the primary types of K-12 schools and programs that can support successful education in the STEM disciplines and examines data and research that demonstrate the effectiveness of these school types. It also summarizes research that helps to identify both the elements that make such programs effective and what is needed to implement these elements. %0 Book %A National Research Council %E Beatty, Alexandra %T Common Standards for K-12 Education?: Considering the Evidence: Summary of a Workshop Series %@ 978-0-309-12524-6 %D 2008 %U https://nap.nationalacademies.org/catalog/12462/common-standards-for-k-12-education-considering-the-evidence-summary %> https://nap.nationalacademies.org/catalog/12462/common-standards-for-k-12-education-considering-the-evidence-summary %I The National Academies Press %C Washington, DC %G English %K Education %P 104 %X Standards-based accountability has become a central feature of the public education system in each state and is a theme of national discussions about how achievement for all students can be improved and achievement gaps narrowed. Questions remain, however, about the implementation of standards and accountability systems and about whether their potential benefits have been fully realized. Each of the 50 states has adopted its own set of standards, and though there is overlap among them, there is also wide variation in the ways states have devised and implemented their systems. This variety may have both advantages and disadvantages, but it nevertheless raises a fundamental question: Is the establishment of common K-12 academic standards, which states could voluntarily adopt, the logical next step for standards-based reform? The goal of this book is not to answer the policy question of whether or not common standards would be a good idea. Rather, the book provides an objective look at the available evidence regarding the ways in which standards are currently functioning, the strategies that might be used to pursue common standards, and the issues that doing so might present.