TY - BOOK AU - National Research Council TI - Measuring Up: Prototypes for Mathematics Assessment SN - DO - 10.17226/2071 PY - 1993 UR - https://nap.nationalacademies.org/catalog/2071/measuring-up-prototypes-for-mathematics-assessment PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - 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. Policymakers, 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. single copy, $10.95; 2-9 copies, $8.50 each; 10 or more copies, $6.95 each (no other discounts apply) ER - TY - BOOK AU - National Academy of Sciences TI - Teaching About Evolution and the Nature of Science SN - DO - 10.17226/5787 PY - 1998 UR - https://nap.nationalacademies.org/catalog/5787/teaching-about-evolution-and-the-nature-of-science PB - The National Academies Press CY - Washington, DC LA - English KW - Education KW - Biology and Life Sciences AB - Today many school students are shielded from one of the most important concepts in modern science: evolution. In engaging and conversational style, Teaching About Evolution and the Nature of Science provides a well-structured framework for understanding and teaching evolution. Written for teachers, parents, and community officials as well as scientists and educators, this book describes how evolution reveals both the great diversity and similarity among the Earth's organisms; it explores how scientists approach the question of evolution; and it illustrates the nature of science as a way of knowing about the natural world. In addition, the book provides answers to frequently asked questions to help readers understand many of the issues and misconceptions about evolution. The book includes sample activities for teaching about evolution and the nature of science. For example, the book includes activities that investigate fossil footprints and population growth that teachers of science can use to introduce principles of evolution. Background information, materials, and step-by-step presentations are provided for each activity. In addition, this volume: Presents the evidence for evolution, including how evolution can be observed today. Explains the nature of science through a variety of examples. Describes how science differs from other human endeavors and why evolution is one of the best avenues for helping students understand this distinction. Answers frequently asked questions about evolution. Teaching About Evolution and the Nature of Science builds on the 1996 National Science Education Standards released by the National Research Council—and offers detailed guidance on how to evaluate and choose instructional materials that support the standards. Comprehensive and practical, this book brings one of today's educational challenges into focus in a balanced and reasoned discussion. It will be of special interest to teachers of science, school administrators, and interested members of the community. ER - TY - BOOK AU - National Research Council AU - National Research Council TI - Science, Medicine, and Animals: A Circle of Discovery: Teacher's Guide SN - DO - 10.17226/11564 PY - 2005 UR - https://nap.nationalacademies.org/catalog/11564/science-medicine-and-animals-a-circle-of-discovery-teachers-guide PB - The National Academies Press CY - Washington, DC LA - English KW - Biology and Life Sciences KW - Education AB - Science, Medicine, and Animals explains the role that animals play in biomedical research and the ways in which scientists, governments, and citizens have tried to balance the experimental use of animals with a concern for all living creatures. An accompanying Teacher’s Guide is available to help teachers of middle and high school students use Science, Medicine, and Animals in the classroom. As students examine the issues in Science, Medicine, and Animals, they will gain a greater understanding of the goals of biomedical research and the real-world practice of the scientific method in general. Science, Medicine, and Animals and the Teacher’s Guide were written by the Institute for Laboratory Animal Research and published by the National Research Council of the National Academies. The report was reviewed by a committee made up of experts and scholars with diverse perspectives, including members of the U.S. Department of Agriculture, National Institutes of Health, the Humane Society of the United States, and the American Society for the Prevention of Cruelty to Animals. The Teacher’s Guide was reviewed by members of the National Academies’ Teacher Associates Network. Science, Medicine, and Animals is recommended by the National Science Teacher’s Association NSTA Recommends. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Erin Kellogg TI - Back in School: Addressing the Well-Being of Students in the Wake of COVID-19: Proceedings of a Workshop–in Brief DO - 10.17226/26296 PY - 2021 UR - https://nap.nationalacademies.org/catalog/26296/back-in-school-addressing-the-well-being-of-students-in-the-wake-of-covid-19 PB - The National Academies Press CY - Washington, DC LA - English KW - Behavioral and Social Sciences AB - Back in School: Addressing the Well-Being of Students in the Wake of COVID-19, a virtual workshop hosted by the National Academy of Sciences' Forum for Children's Well-Being on May 20, 25, and 27, 2021, focused on the effects of COVID-19 on the intersection of students' learning and mental health. The workshop featured lived experience perspectives and expert presentations. This Proceedings of a Workshop-in Brief provides a high-level summary of the topics addressed in the workshop. ER - TY - BOOK AU - National Academy of Sciences A2 - Steve Olson TI - Evolution in Hawaii: A Supplement to 'Teaching About Evolution and the Nature of Science' SN - DO - 10.17226/10865 PY - 2004 UR - https://nap.nationalacademies.org/catalog/10865/evolution-in-hawaii-a-supplement-to-teaching-about-evolution-and PB - The National Academies Press CY - Washington, DC LA - English KW - Biology and Life Sciences KW - Education AB - As both individuals and societies, we are making decisions today that will have profound consequences for future generations. From preserving Earth's plants and animals to altering our use of fossil fuels, none of these decisions can be made wisely without a thorough understanding of life's history on our planet through biological evolution. Companion to the best selling title Teaching About Evolution and the Nature of Science, Evolution in Hawaii examines evolution and the nature of science by looking at a specific part of the world. Tracing the evolutionary pathways in Hawaii, we are able to draw powerful conclusions about evolution's occurrence, mechanisms, and courses. This practical book has been specifically designed to give teachers and their students an opportunity to gain a deeper understanding of evolution using exercises with real genetic data to explore and investigate speciation and the probable order in which speciation occurred based on the ages of the Hawaiian Islands. By focusing on one set of islands, this book illuminates the general principles of evolutionary biology and demonstrate how ongoing research will continue to expand our knowledge of the natural world. ER - TY - BOOK AU - Institute of Medicine AU - National Academy of Engineering TI - Resources for Teaching Middle School Science SN - DO - 10.17226/5774 PY - 1998 UR - https://nap.nationalacademies.org/catalog/5774/resources-for-teaching-middle-school-science PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - With age-appropriate, inquiry-centered curriculum materials and sound teaching practices, middle school science can capture the interest and energy of adolescent students and expand their understanding of the world around them. Resources for Teaching Middle School Science, developed by the National Science Resources Center (NSRC), is a valuable tool for identifying and selecting effective science curriculum materials that will engage students in grades 6 through 8. The volume describes more than 400 curriculum titles that are aligned with the National Science Education Standards. This completely new guide follows on the success of Resources for Teaching Elementary School Science, the first in the NSRC series of annotated guides to hands-on, inquiry-centered curriculum materials and other resources for science teachers. The curriculum materials in the new guide are grouped in five chapters by scientific area—Physical Science, Life Science, Environmental Science, Earth and Space Science, and Multidisciplinary and Applied Science. They are also grouped by type—core materials, supplementary units, and science activity books. Each annotation of curriculum material includes a recommended grade level, a description of the activities involved and of what students can be expected to learn, a list of accompanying materials, a reading level, and ordering information. The curriculum materials included in this book were selected by panels of teachers and scientists using evaluation criteria developed for the guide. The criteria reflect and incorporate goals and principles of the National Science Education Standards. The annotations designate the specific content standards on which these curriculum pieces focus. In addition to the curriculum chapters, the guide contains six chapters of diverse resources that are directly relevant to middle school science. Among these is a chapter on educational software and multimedia programs, chapters on books about science and teaching, directories and guides to science trade books, and periodicals for teachers and students. Another section features institutional resources. One chapter lists about 600 science centers, museums, and zoos where teachers can take middle school students for interactive science experiences. Another chapter describes nearly 140 professional associations and U.S. government agencies that offer resources and assistance. Authoritative, extensive, and thoroughly indexed—and the only guide of its kind—Resources for Teaching Middle School Science will be the most used book on the shelf for science teachers, school administrators, teacher trainers, science curriculum specialists, advocates of hands-on science teaching, and concerned parents. ER - TY - BOOK TI - Final Report to the U.S. Department of Defense on the Defense Reinvestment Initiative DO - 10.17226/9691 PY - 1999 UR - https://nap.nationalacademies.org/catalog/9691/final-report-to-the-us-department-of-defense-on-the-defense-reinvestment-initiative PB - The National Academies Press CY - Washington, DC LA - English KW - Conflict and Security Issues ER - TY - BOOK AU - National Academy of Engineering AU - National Research Council A2 - Margaret Honey A2 - Greg Pearson A2 - Heidi Schweingruber TI - STEM Integration in K-12 Education: Status, Prospects, and an Agenda for Research SN - DO - 10.17226/18612 PY - 2014 UR - https://nap.nationalacademies.org/catalog/18612/stem-integration-in-k-12-education-status-prospects-and-an PB - The National Academies Press CY - Washington, DC LA - English KW - Education KW - Engineering and Technology AB - STEM Integration in K-12 Education examines current efforts to connect the STEM disciplines in K-12 education. This report identifies and characterizes existing approaches to integrated STEM education, both in formal and after- and out-of-school settings. The report reviews the evidence for the impact of integrated approaches on various student outcomes, and it proposes a set of priority research questions to advance the understanding of integrated STEM education. STEM Integration in K-12 Education proposes a framework to provide a common perspective and vocabulary for researchers, practitioners, and others to identify, discuss, and investigate specific integrated STEM initiatives within the K-12 education system of the United States. STEM Integration in K-12 Education makes recommendations for designers of integrated STEM experiences, assessment developers, and researchers to design and document effective integrated STEM education. This report will help to further their work and improve the chances that some forms of integrated STEM education will make a positive difference in student learning and interest and other valued outcomes. 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 TI - Technology and Assessment: Thinking Ahead: Proceedings from a Workshop SN - DO - 10.17226/10297 PY - 2002 UR - https://nap.nationalacademies.org/catalog/10297/technology-and-assessment-thinking-ahead-proceedings-from-a-workshop PB - The National Academies Press CY - Washington, DC LA - English KW - Engineering and Technology KW - Education AB - The papers in this collection were commissioned by the Board on Testing and Assessment (BOTA) of the National Research Council (NRC) for a workshop held on November 14, 2001, with support from the William and Flora Hewlett Foundation. Goals for the workshop were twofold. One was to share the major messages of the recently released NRC committee report, Knowing What Students Know: The Science and Design of Educational Assessment (2001), which synthesizes advances in the cognitive sciences and methods of measurement, and considers their implications for improving educational assessment. The second goal was to delve more deeply into one of the major themes of that report-the role that technology could play in bringing those advances together, which is the focus of these papers. For the workshop, selected researchers working in the intersection of technology and assessment were asked to write about some of the challenges and opportunities for more fully capitalizing on the power of information technologies to improve assessment, to illustrate those issues with examples from their own research, and to identify priorities for research and development in this area. ER - TY - BOOK TI - Research Recommendations of the Second Conference on Problems of the Deaf and Hard of Hearing: Reprint and Circular Series of the National Research Council DO - 10.17226/9563 PY - 1929 UR - https://nap.nationalacademies.org/catalog/9563/research-recommendations-of-the-second-conference-on-problems-of-the-deaf-and-hard-of-hearing PB - The National Academies Press CY - Washington, DC LA - English KW - Behavioral and Social Sciences ER - TY - BOOK AU - National Research Council A2 - Alexandra Beatty TI - State Assessment Systems: Exploring Best Practices and Innovations: Summary of Two Workshops SN - DO - 10.17226/13013 PY - 2010 UR - https://nap.nationalacademies.org/catalog/13013/state-assessment-systems-exploring-best-practices-and-innovations-summary-of PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - Educators and policy makers in the United States have relied on tests to measure educational progress for more than 150 years, and have used the results for many purposes. They have tried minimum competency testing; portfolios; multiple-choice items, brief and extended constructed-response items; and more. They have contended with concerns about student privacy, test content, and equity--and they have responded to calls for tests to answer many kinds of questions about public education and literacy, international comparisons, accountability, and even property values. State assessment data have been cited as evidence for claims about many achievements of public education, and the tests have also been blamed for significant failings. States are now considering whether to adopt the "common core" academic standards, and are also competing for federal dollars from the Department of Education's Race to the Top initiative. Both of these activities are intended to help make educational standards clearer and more concise and to set higher standards for students. As standards come under new scrutiny, so, too, do the assessments that measure their results. This book summarizes two workshops convened to collect information and perspectives on assessment in order to help state officials and others as they review current assessment practices and consider improvements. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Suzanne Wilson A2 - Heidi Schweingruber A2 - Natalie Nielsen TI - Science Teachers' Learning: Enhancing Opportunities, Creating Supportive Contexts SN - DO - 10.17226/21836 PY - 2015 UR - https://nap.nationalacademies.org/catalog/21836/science-teachers-learning-enhancing-opportunities-creating-supportive-contexts PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - Currently, many states are adopting the Next Generation Science Standards (NGSS) or are revising their own state standards in ways that reflect the NGSS. For students and schools, the implementation of any science standards rests with teachers. For those teachers, an evolving understanding about how best to teach science represents a significant transition in the way science is currently taught in most classrooms and it will require most science teachers to change how they teach. That change will require learning opportunities for teachers that reinforce and expand their knowledge of the major ideas and concepts in science, their familiarity with a range of instructional strategies, and the skills to implement those strategies in the classroom. Providing these kinds of learning opportunities in turn will require profound changes to current approaches to supporting teachers' learning across their careers, from their initial training to continuing professional development. A teacher's capability to improve students' scientific understanding is heavily influenced by the school and district in which they work, the community in which the school is located, and the larger professional communities to which they belong. Science Teachers' Learning provides guidance for schools and districts on how best to support teachers' learning and how to implement successful programs for professional development. This report makes actionable recommendations for science teachers' learning that take a broad view of what is known about science education, how and when teachers learn, and education policies that directly and indirectly shape what teachers are able to learn and teach. The challenge of developing the expertise teachers need to implement the NGSS presents an opportunity to rethink professional learning for science teachers. Science Teachers' Learning will be a valuable resource for classrooms, departments, schools, districts, and professional organizations as they move to new ways to teach science. ER - TY - BOOK AU - National Research Council A2 - Alexandra Beatty TI - Successful STEM Education: A Workshop Summary SN - DO - 10.17226/13230 PY - 2011 UR - https://nap.nationalacademies.org/catalog/13230/successful-stem-education-a-workshop-summary PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - 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. ER - TY - BOOK AU - National Research Council A2 - Margaret A. Honey A2 - Margaret L. Hilton TI - Learning Science Through Computer Games and Simulations SN - DO - 10.17226/13078 PY - 2011 UR - https://nap.nationalacademies.org/catalog/13078/learning-science-through-computer-games-and-simulations PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - At a time when scientific and technological competence is vital to the nation's future, the weak performance of U.S. students in science reflects the uneven quality of current science education. Although young children come to school with innate curiosity and intuitive ideas about the world around them, science classes rarely tap this potential. Many experts have called for a new approach to science education, based on recent and ongoing research on teaching and learning. In this approach, simulations and games could play a significant role by addressing many goals and mechanisms for learning science: the motivation to learn science, conceptual understanding, science process skills, understanding of the nature of science, scientific discourse and argumentation, and identification with science and science learning. To explore this potential, Learning Science: Computer Games, Simulations, and Education, reviews the available research on learning science through interaction with digital simulations and games. It considers the potential of digital games and simulations to contribute to learning science in schools, in informal out-of-school settings, and everyday life. The book also identifies the areas in which more research and research-based development is needed to fully capitalize on this potential. Learning Science will guide academic researchers; developers, publishers, and entrepreneurs from the digital simulation and gaming community; and education practitioners and policy makers toward the formation of research and development partnerships that will facilitate rich intellectual collaboration. Industry, government agencies and foundations will play a significant role through start-up and ongoing support to ensure that digital games and simulations will not only excite and entertain, but also motivate and educate. ER - TY - BOOK AU - National Research Council TI - Report of a Workshop on the Pedagogical Aspects of Computational Thinking SN - DO - 10.17226/13170 PY - 2011 UR - https://nap.nationalacademies.org/catalog/13170/report-of-a-workshop-on-the-pedagogical-aspects-of-computational-thinking PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - In 2008, the Computer and Information Science and Engineering Directorate of the National Science Foundation asked the National Research Council (NRC) to conduct two workshops to explore the nature of computational thinking and its cognitive and educational implications. The first workshop focused on the scope and nature of computational thinking and on articulating what "computational thinking for everyone" might mean. A report of that workshop was released in January 2010. Drawing in part on the proceedings of that workshop, Report of a Workshop of Pedagogical Aspects of Computational Thinking, summarizes the second workshop, which was held February 4-5, 2010, in Washington, D.C., and focuses on pedagogical considerations for computational thinking. This workshop was structured to gather pedagogical inputs and insights from educators who have addressed computational thinking in their work with K-12 teachers and students. It illuminates different approaches to computational thinking and explores lessons learned and best practices. Individuals with a broad range of perspectives contributed to this report. Since the workshop was not intended to result in a consensus regarding the scope and nature of computational thinking, Report of a Workshop of Pedagogical Aspects of Computational Thinking does not contain findings or recommendations. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Nancy Kober A2 - Heidi Carlone A2 - Elizabeth A. Davis A2 - Ximena Dominguez A2 - Eve Manz A2 - Carla Zembal-Saul A2 - Amy Stephens A2 - Heidi Schweingruber TI - Rise and Thrive with Science: Teaching PK-5 Science and Engineering SN - DO - 10.17226/26853 PY - 2023 UR - https://nap.nationalacademies.org/catalog/26853/rise-and-thrive-with-science-teaching-pk-5-science-and PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - Research shows that that children learn science and engineering subjects best by engaging from an early age in the kinds of practices used by real scientists and engineers. By doing science and engineering, children not only develop and refine their understanding of the core ideas and crosscutting concepts of these disciplines, but can also be empowered to use their growing understanding to make sense of questions and problems relevant to them. This approach can make learning more meaningful, equitable, and lasting. Using cases and shorter examples, Rise and Thrive with Science shows what high-quality teaching and learning in science and engineering can look like for preschool and elementary school children. Through analyses of these examples and summaries of research findings, the guide points out the key elements of a coherent, research-grounded approach to teaching and learning in science and engineering. This guide also discusses the kinds of support that educators need to implement effective and equitable instruction for all children. This book will provide inspiration for practitioners at the preschool and elementary levels to try new strategies for science and engineering education, whatever their level of experience. Rise and Thrive with Science will be an essential guide for teachers as they organize instruction to enable young children to carry out their own science investigations and engineering design projects, determine the kinds of instruction that lead to meaningful learning, and try to engage every one of their students. ER - TY - BOOK AU - National Research Council A2 - Natalie Nielsen TI - Promising Practices in Undergraduate Science, Technology, Engineering, and Mathematics Education: Summary of Two Workshops SN - DO - 10.17226/13099 PY - 2011 UR - https://nap.nationalacademies.org/catalog/13099/promising-practices-in-undergraduate-science-technology-engineering-and-mathematics-education PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - Numerous teaching, learning, assessment, and institutional innovations in undergraduate science, technology, engineering, and mathematics (STEM) education have emerged in the past decade. Because virtually all of these innovations have been developed independently of one another, their goals and purposes vary widely. Some focus on making science accessible and meaningful to the vast majority of students who will not pursue STEM majors or careers; others aim to increase the diversity of students who enroll and succeed in STEM courses and programs; still other efforts focus on reforming the overall curriculum in specific disciplines. In addition to this variation in focus, these innovations have been implemented at scales that range from individual classrooms to entire departments or institutions. By 2008, partly because of this wide variability, it was apparent that little was known about the feasibility of replicating individual innovations or about their potential for broader impact beyond the specific contexts in which they were created. The research base on innovations in undergraduate STEM education was expanding rapidly, but the process of synthesizing that knowledge base had not yet begun. If future investments were to be informed by the past, then the field clearly needed a retrospective look at the ways in which earlier innovations had influenced undergraduate STEM education. To address this need, the National Research Council (NRC) convened two public workshops to examine the impact and effectiveness of selected STEM undergraduate education innovations. This volume summarizes the workshops, which addressed such topics as the link between learning goals and evidence; promising practices at the individual faculty and institutional levels; classroom-based promising practices; and professional development for graduate students, new faculty, and veteran faculty. The workshops concluded with a broader examination of the barriers and opportunities associated with systemic change. ER - TY - BOOK AU - National Research Council TI - Science Teaching Reconsidered: A Handbook SN - DO - 10.17226/5287 PY - 1997 UR - https://nap.nationalacademies.org/catalog/5287/science-teaching-reconsidered-a-handbook PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - Effective science teaching requires creativity, imagination, and innovation. In light of concerns about American science literacy, scientists and educators have struggled to teach this discipline more effectively. Science Teaching Reconsidered provides undergraduate science educators with a path to understanding students, accommodating their individual differences, and helping them grasp the methods—and the wonder—of science. What impact does teaching style have? How do I plan a course curriculum? How do I make lectures, classes, and laboratories more effective? How can I tell what students are thinking? Why don't they understand? This handbook provides productive approaches to these and other questions. Written by scientists who are also educators, the handbook offers suggestions for having a greater impact in the classroom and provides resources for further research. ER - TY - BOOK TI - Language and Machines: Computers in Translation and Linguistics DO - 10.17226/9547 PY - 1966 UR - https://nap.nationalacademies.org/catalog/9547/language-and-machines-computers-in-translation-and-linguistics PB - The National Academies Press CY - Washington, DC LA - English KW - Engineering and Technology ER -