%0 Book %A National Research Council %E Lord, Catherine %E McGee, James P. %T Educating Children with Autism %@ 978-0-309-21001-0 %D 2001 %U https://nap.nationalacademies.org/catalog/10017/educating-children-with-autism %> https://nap.nationalacademies.org/catalog/10017/educating-children-with-autism %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %P 323 %X Autism is a word most of us are familiar with. But do we really know what it means? Children with autism are challenged by the most essential human behaviors. They have difficulty interacting with other people—often failing to see people as people rather than simply objects in their environment. They cannot easily communicate ideas and feelings, have great trouble imagining what others think or feel, and in some cases spend their lives speechless. They frequently find it hard to make friends or even bond with family members. Their behavior can seem bizarre. Education is the primary form of treatment for this mysterious condition. This means that we place important responsibilities on schools, teachers and children's parents, as well as the other professionals who work with children with autism. With the passage of the Individuals with Disabilities Education Act of 1975, we accepted responsibility for educating children who face special challenges like autism. While we have since amassed a substantial body of research, researchers have not adequately communicated with one another, and their findings have not been integrated into a proven curriculum. Educating Children with Autism outlines an interdisciplinary approach to education for children with autism. The committee explores what makes education effective for the child with autism and identifies specific characteristics of programs that work. Recommendations are offered for choosing educational content and strategies, introducing interaction with other children, and other key areas. This book examines some fundamental issues, including: How children's specific diagnoses should affect educational assessment and planning How we can support the families of children with autism Features of effective instructional and comprehensive programs and strategies How we can better prepare teachers, school staffs, professionals, and parents to educate children with autism What policies at the federal, state, and local levels will best ensure appropriate education, examining strategies and resources needed to address the rights of children with autism to appropriate education. Children with autism present educators with one of their most difficult challenges. Through a comprehensive examination of the scientific knowledge underlying educational practices, programs, and strategies, Educating Children with Autism presents valuable information for parents, administrators, advocates, researchers, and policy makers. %0 Book %A National Research Council %E Towne, Lisa %E Shavelson, Richard J. %E Feuer, Michael J. %T Science, Evidence, and Inference in Education: Report of a Workshop %@ 978-0-309-07570-1 %D 2001 %U https://nap.nationalacademies.org/catalog/10121/science-evidence-and-inference-in-education-report-of-a-workshop %> https://nap.nationalacademies.org/catalog/10121/science-evidence-and-inference-in-education-report-of-a-workshop %I The National Academies Press %C Washington, DC %G English %K Education %P 45 %X Research on education has come into the political spotlight as the demand grows for reliable and credible information for the guidance of policy and practice in the education reform environment. Many debates among the education research community feature questions concerning the nature of evidence and these questions have also appeared in broader policy and practice arenas. Inquiry has generally, over the past years, created bodies of scientific knowledge that have profound implications for education. Dramatic advances in understanding how people learn, how young children acquire early reading skills, and how to design and evaluate educational and psychological measurements is a good example of this. However, the highly contextualized nature of education and the wide range of disciplinary perspectives that rely on it have made the identification of reducible, generalizable principles difficult and slow to achieve. Due to this, the U.S. Department of Education's National Educational Research Policy and Priorities Board (NERPPB) has asked the NRC to establish a study committee to consider the scientific underpinnings of research in education. The committee consists of members with expertise in statistics, psychology, sociology, anthropology, philosophy of science, history of education, economics, chemistry, biology, and education practice. The committee worked with the three questions in mind: What are the principles of scientific quality in education research?, How can research-based knowledge in education cumulate?, and How can a federal research agency promote and protect scientific quality in the education research it supports?. A workshop was held on March 7-8, 2001 that was organized into three main sessions: Supporting Scientific Quality at the Federal level, The Interface of Research and Practice in Education, and Evidence and Inference. Science, Evidence, and Inference in Education: Report of a Workshop summarizes this workshop through these three ideas. The report also includes what the committee plans to do next, the workshop agenda, and information on the workshop's participants and speakers. %0 Book %A National Research Council %E Pellegrino, James W. %E Chudowsky, Naomi %E Glaser, Robert %T Knowing What Students Know: The Science and Design of Educational Assessment %@ 978-0-309-29322-8 %D 2001 %U https://nap.nationalacademies.org/catalog/10019/knowing-what-students-know-the-science-and-design-of-educational %> https://nap.nationalacademies.org/catalog/10019/knowing-what-students-know-the-science-and-design-of-educational %I The National Academies Press %C Washington, DC %G English %K Education %P 382 %X Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education. The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective? At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning. Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored. With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates. %0 Book %A National Research Council %E Martin, Margaret E. %E Straf, Miron L. %E Citro, Constance F. %T Principles and Practices for a Federal Statistical Agency: Second Edition %@ 978-0-309-07314-1 %D 2001 %U https://nap.nationalacademies.org/catalog/10057/principles-and-practices-for-a-federal-statistical-agency-second-edition %> https://nap.nationalacademies.org/catalog/10057/principles-and-practices-for-a-federal-statistical-agency-second-edition %I The National Academies Press %C Washington, DC %G English %K Computers and Information Technology %K Transportation and Infrastructure %P 72 %X Since 1992, the Committee on National Statistics (CNSTAT) has produced a book on principles and practices for a federal statistical agency, updating the document every 4 years to provide a current edition to newly appointed cabinet secretaries at the beginning of each presidential administration. This second edition presents and comments on three basic principles that statistical agencies must embody in order to carry out their mission fully: (1) They must produce objective data that are relevant to policy issues, (2) they must achieve and maintain credibility among data users, and (3) they must achieve and maintain trust among data providers. The book also discusses 11 important practices that are means for statistical agencies to live up to the four principles. These practices include a commitment to quality and professional practice and an active program of methodological and substantive research. %0 Book %T Early Childhood Development and Learning: New Knowledge for Policy %D 2001 %U https://nap.nationalacademies.org/catalog/10067/early-childhood-development-and-learning-new-knowledge-for-policy %> https://nap.nationalacademies.org/catalog/10067/early-childhood-development-and-learning-new-knowledge-for-policy %I The National Academies Press %C Washington, DC %G English %K Education %P 122 %0 Book %A National Research Council %E Casterline, John B. %T Diffusion Processes and Fertility Transition: Selected Perspectives %@ 978-0-309-07610-4 %D 2001 %U https://nap.nationalacademies.org/catalog/10228/diffusion-processes-and-fertility-transition-selected-perspectives %> https://nap.nationalacademies.org/catalog/10228/diffusion-processes-and-fertility-transition-selected-perspectives %I The National Academies Press %C Washington, DC %G English %K Behavioral and Social Sciences %P 285 %X This volume is part of an effort to review what is known about the determinants of fertility transition in developing countries and to identify lessons that might lead to policies aimed at lowering fertility. It addresses the roles of diffusion processes, ideational change, social networks, and mass communications in changing behavior and values, especially as related to childbearing. A new body of empirical research is currently emerging from studies of social networks in Asia (Thailand, Taiwan, Korea), Latin America (Costa Rica), and Sub-Saharan Africa (Kenya, Malawi, Ghana). Given the potential significance of social interactions to the design of effective family planning programs in high-fertility settings, efforts to synthesize this emerging body of literature are clearly important. %0 Book %A National Research Council %E Bowman, Barbara T. %E Donovan, M. Suzanne %E Burns, M. Susan %T Eager to Learn: Educating Our Preschoolers %@ 978-0-309-27423-4 %D 2001 %U https://nap.nationalacademies.org/catalog/9745/eager-to-learn-educating-our-preschoolers %> https://nap.nationalacademies.org/catalog/9745/eager-to-learn-educating-our-preschoolers %I The National Academies Press %C Washington, DC %G English %K Education %P 468 %X Clearly babies come into the world remarkably receptive to its wonders. Their alertness to sights, sounds, and even abstract concepts makes them inquisitive explorers—and learners—every waking minute. Well before formal schooling begins, children's early experiences lay the foundations for their later social behavior, emotional regulation, and literacy. Yet, for a variety of reasons, far too little attention is given to the quality of these crucial years. Outmoded theories, outdated facts, and undersized budgets all play a part in the uneven quality of early childhood programs throughout our country. What will it take to provide better early education and care for our children between the ages of two and five? Eager to Learn explores this crucial question, synthesizing the newest research findings on how young children learn and the impact of early learning. Key discoveries in how young children learn are reviewed in language accessible to parents as well as educators: findings about the interplay of biology and environment, variations in learning among individuals and children from different social and economic groups, and the importance of health, safety, nutrition and interpersonal warmth to early learning. Perhaps most significant, the book documents how very early in life learning really begins. Valuable conclusions and recommendations are presented in the areas of the teacher-child relationship, the organization and content of curriculum, meeting the needs of those children most at risk of school failure, teacher preparation, assessment of teaching and learning, and more. The book discusses: Evidence for competing theories, models, and approaches in the field and a hard look at some day-to-day practices and activities generally used in preschool. The role of the teacher, the importance of peer interactions, and other relationships in the child's life. Learning needs of minority children, children with disabilities, and other special groups. Approaches to assessing young children's learning for the purposes of policy decisions, diagnosis of educational difficulties, and instructional planning. Preparation and continuing development of teachers. Eager to Learn presents a comprehensive, coherent picture of early childhood learning, along with a clear path toward improving this important stage of life for all children. %0 Book %A National Research Council %E Kilpatrick, Jeremy %E Swafford, Jane %E Findell, Bradford %T Adding It Up: Helping Children Learn Mathematics %@ 978-0-309-21895-5 %D 2001 %U https://nap.nationalacademies.org/catalog/9822/adding-it-up-helping-children-learn-mathematics %> https://nap.nationalacademies.org/catalog/9822/adding-it-up-helping-children-learn-mathematics %I The National Academies Press %C Washington, DC %G English %K Education %P 460 %X 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. %0 Book %A National Research Council %T Embedded, Everywhere: A Research Agenda for Networked Systems of Embedded Computers %@ 978-0-309-07568-8 %D 2001 %U https://nap.nationalacademies.org/catalog/10193/embedded-everywhere-a-research-agenda-for-networked-systems-of-embedded %> https://nap.nationalacademies.org/catalog/10193/embedded-everywhere-a-research-agenda-for-networked-systems-of-embedded %I The National Academies Press %C Washington, DC %G English %K Computers and Information Technology %P 235 %X Advances in the miniaturization and networking of microprocessors promise a day when networked computers are embedded throughout the everyday world. However, our current understanding of what such systems would be like is insufficient to bring the promise to reality. Embedded, Everywhere explores the potential of networked systems of embedded computers and the research challenges arising from embedding computation and communications technology into a wide variety of applications—from precision agriculture to automotive telematics to defense systems. It describes how these emerging networks operate under unique constraints not present in more traditional distributed systems, such as the Internet. It articulates how these networks will have to be dynamically adaptive and self-configuring, and how new models for approaching programming and computation are necessary. Issues relating to trustworthiness, security, safety, reliability, usability, and privacy are examined in light of the ubiquitous nature of these systems. A comprehensive, systems-oriented research agenda is presented, along with recommendations to major federal funding agencies. %0 Book %E Fitzpatrick, Susan M. %E Bruer, John T. %T Carving Our Destiny: Scientific Research Faces a New Millennium %D 2001 %U https://nap.nationalacademies.org/catalog/9753/carving-our-destiny-scientific-research-faces-a-new-millennium %> https://nap.nationalacademies.org/catalog/9753/carving-our-destiny-scientific-research-faces-a-new-millennium %I The National Academies Press %C Washington, DC %G English %K Policy for Science and Technology %P 343 %X This is a book for people who love and understand science and want to know more about contemporary research frontiers. The questions addressed are as fascinating as they are diverse: Is the human mind truly unique among the primates? Does "dark matter" really exist in the universe? What can the human genome tell us about our evolutionary history? These wide-ranging topics are brought together by virtue of their impact on our understanding of ourselves--and by the caliber of the authors: ten young scientists and scholars, reaching the height of their powers, who are especially talented in communicating their research findings to broad audiences. They were chosen to receive the prestigious Centennial Fellowships awarded in 1998 by the McDonnell Foundation, established and funded by the late aerospace pioneer James S. McDonnell. %0 Book %A National Research Council %T Global Networks and Local Values: A Comparative Look at Germany and the United States %@ 978-0-309-07310-3 %D 2001 %U https://nap.nationalacademies.org/catalog/10033/global-networks-and-local-values-a-comparative-look-at-germany %> https://nap.nationalacademies.org/catalog/10033/global-networks-and-local-values-a-comparative-look-at-germany %I The National Academies Press %C Washington, DC %G English %K Computers and Information Technology %P 260 %X Whether you call it the third wave, the information revolution, or the virtually connected world, the implications of a global information network are profound. As a society, we want to forestall the possible negative impacts without closing the door to the potential benefits. But how? Global Networks and Local Values provides perspective and direction, focusing on the relationship between global information networks and local values-that is, the political, economic, and cultural norms that shape our daily lives. This book is structured around an illuminating comparison between U.S. and German approaches toward global communication and information flow. (The United States and Germany are selected as two industrialized, highly networked countries with significant social differences.) Global Networks and Local Values captures the larger context of technology and culture, explores the political and commercial institutions where the global network functions, and highlights specific issues such as taxation, privacy, free speech, and more. The committee contrasts the technical uniformity that makes global communication possible with the diversity of the communities being served and explores the prospects that problems resulting from technology can be resolved by still more technology. This thoughtful volume will be of interest to everyone concerned about the social implications of the global Internet. %0 Book %A National Academy of Sciences %T Biographical Memoirs: Volume 79 %@ 978-0-309-07572-5 %D 2001 %U https://nap.nationalacademies.org/catalog/10169/biographical-memoirs-volume-79 %> https://nap.nationalacademies.org/catalog/10169/biographical-memoirs-volume-79 %I The National Academies Press %C Washington, DC %G English %K Biography and Autobiography %P 424 %X Biographic Memoirs: Volume 79 contains the biographies of deceased members of the National Academy of Sciences and bibliographies of their published works. Each biographical essay was written by a member of the Academy familiar with the professional career of the deceased. For historical and bibliographical purposes, these volumes are worth returning to time and again. %0 Book %E Tierney, Kathleen J. %E Lindell, Michael K. %E Perry, Ronald W. %T Facing the Unexpected: Disaster Preparedness and Response in the United States %@ 978-0-309-18689-6 %D 2001 %U https://nap.nationalacademies.org/catalog/9834/facing-the-unexpected-disaster-preparedness-and-response-in-the-united %> https://nap.nationalacademies.org/catalog/9834/facing-the-unexpected-disaster-preparedness-and-response-in-the-united %I The National Academies Press %C Washington, DC %G English %K Explore Science %K Conflict and Security Issues %P 320 %X Facing the Unexpected presents the wealth of information derived from disasters around the world over the past 25 years. The authors explore how these findings can improve disaster programs, identify remaining research needs, and discuss disaster within the broader context of sustainable development. How do different people think about disaster? Are we more likely to panic or to respond with altruism? Why are 110 people killed in a Valujet crash considered disaster victims while the 50,000 killed annually in traffic accidents in the U.S. are not? At the crossroads of social, cultural, and economic factors, this book examines these and other compelling questions. The authors review the influences that shape the U.S. governmental system for disaster planning and response, the effectiveness of local emergency agencies, and the level of professionalism in the field. They also compare technological versus natural disaster and examine the impact of technology on disaster programs. %0 Book %A National Research Council %A Institute of Medicine %T Musculoskeletal Disorders and the Workplace: Low Back and Upper Extremities %@ 978-0-309-07284-7 %D 2001 %U https://nap.nationalacademies.org/catalog/10032/musculoskeletal-disorders-and-the-workplace-low-back-and-upper-extremities %> https://nap.nationalacademies.org/catalog/10032/musculoskeletal-disorders-and-the-workplace-low-back-and-upper-extremities %I The National Academies Press %C Washington, DC %G English %K Industry and Labor %K Health and Medicine %K Behavioral and Social Sciences %P 510 %X Every year workers' low-back, hand, and arm problems lead to time away from jobs and reduce the nation's economic productivity. The connection of these problems to workplace activities-from carrying boxes to lifting patients to pounding computer keyboards-is the subject of major disagreements among workers, employers, advocacy groups, and researchers. Musculoskeletal Disorders and the Workplace examines the scientific basis for connecting musculoskeletal disorders with the workplace, considering people, job tasks, and work environments. A multidisciplinary panel draws conclusions about the likelihood of causal links and the effectiveness of various intervention strategies. The panel also offers recommendations for what actions can be considered on the basis of current information and for closing information gaps. This book presents the latest information on the prevalence, incidence, and costs of musculoskeletal disorders and identifies factors that influence injury reporting. It reviews the broad scope of evidence: epidemiological studies of physical and psychosocial variables, basic biology, biomechanics, and physical and behavioral responses to stress. Given the magnitude of the problem-approximately 1 million people miss some work each year-and the current trends in workplace practices, this volume will be a must for advocates for workplace health, policy makers, employers, employees, medical professionals, engineers, lawyers, and labor officials. %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 %A National Research Council %E Singer, Burton H. %E Ryff, Carol D. %T New Horizons in Health: An Integrative Approach %@ 978-0-309-07296-0 %D 2001 %U https://nap.nationalacademies.org/catalog/10002/new-horizons-in-health-an-integrative-approach %> https://nap.nationalacademies.org/catalog/10002/new-horizons-in-health-an-integrative-approach %I The National Academies Press %C Washington, DC %G English %K Behavioral and Social Sciences %K Health and Medicine %P 224 %X New Horizons in Health discusses how the National Institutes of Health (NIH) can integrate research in the social, behavioral, and biomedical sciences to better understand the causes of disease as well as interventions that promote health. It outlines a set of research priorities for consideration by the Office of Behavioral and Social Sciences Research (OBSSR), with particular attention to research that can support and complement the work of the National Institutes of Health. By addressing the range of interactions among social settings, behavioral patterns, and important health concerns, it highlights areas of scientific opportunity where significant investment is most likely to improve national—and global—health outcomes. These opportunities will apply the knowledge and methods of the behavioral and social sciences to contemporary health needs, and give attention to the chief health concerns of the general public.