@BOOK{NAP author = "National Research Council", editor = "Thomas Dietz and Paul C. Stern", title = "New Tools for Environmental Protection: Education, Information, and Voluntary Measures", isbn = "978-0-309-08422-2", abstract = "Many people believe that environmental regulation has passed a point of diminishing returns: the quick fixes have been achieved and the main sources of pollution are shifting from large \"point sources\" to more diffuse sources that are more difficult and expensive to regulate. The political climate has also changed in the United States since the 1970s in ways that provide impetus to seek alternatives to regulation. This book examines the potential of some of these \"new tools\" that emphasize education, information, and voluntary measures. Contributors summarize what we know about the effectiveness of these tools, both individually and in combination with regulatory and economic policy instruments. They also extract practical lessons from this knowledge and consider what is needed to make these tools more effective.The book will be of interest to environmental policy practitioners and to researchers and students concerned with applying social and behavioral sciences knowledge to improve environmental quality.", url = "https://nap.nationalacademies.org/catalog/10401/new-tools-for-environmental-protection-education-information-and-voluntary-measures", year = 2002, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Alexandra Beatty", title = "Climate Change Education in Formal Settings, K-14: A Workshop Summary", isbn = "978-0-309-26016-9", abstract = "Climate change is occurring, is very likely caused by human activities, and poses significant risks for a broad range of human and natural systems. Each additional ton of greenhouse gases emitted commits us to further change and greater risks. In the judgment of the Committee on America's Climate Choices, the environmental, economic, and humanitarian risks of climate change indicate a pressing need for substantial action to limit the magnitude of climate change and to prepare to adapt to its impacts. A principal message from the recent National Research Council report, America's Climate Choices, this brief summary of how climate change will shape many aspects of life in the foreseeable future emphasizes the vital importance of preparation for these changes.\n\nThe report points to the importance of formal and informal education in supporting the public's understanding of those challenges climate change will bring, and in preparing current and future generations to act to limit the magnitude of climate change and respond to those challenges. Recognizing both the urgency and the difficulty of climate change education, the National Research Council, with support from the National Science Foundation, formed the Climate Change Education Roundtable. The roundtable brings together federal agency representatives with diverse experts and practitioners in the physical and natural sciences, social sciences, learning sciences, environmental education, education policy, extension education and outreach, resource management, and public policy to engage in discussion and explore educational strategies for addressing climate change. \n \nTwo workshops were held to survey the landscape of climate change education. The first explored the goals for climate change education for various target audiences. The second workshop, which is the focus of this summary, was held on August 31 and September 1, 2011, and focused on the teaching and learning of climate change and climate science in formal education settings, from kindergarten through the first two years of college (K-14). This workshop, based on an already articulated need to teach climate change education, provided a forum for discussion of the evidence from research and practice. The goal of this workshop was to raise and explore complex questions around climate change education, and to address the current status of climate change education in grade K-14 of the formal education system by facilitating discussion between expert researchers and practitioners in complementary fields, such as education policy, teacher professional development, learning and cognitive science, K-12 and higher education administration, instructional design, curriculum development, and climate science. Climate Change Education in Formal Settings, K-14: A Workshop Summary summarizes the two workshops.", url = "https://nap.nationalacademies.org/catalog/13435/climate-change-education-in-formal-settings-k-14-a-workshop", year = 2012, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "John W. Farrington and Michael A. Feder", title = "NOAA's Education Program: Review and Critique", isbn = "978-0-309-15123-8", abstract = "There is a national need to educate the public about the ocean, coastal resources, atmosphere and climate. The National Oceanic and Atmospheric Administration (NOAA), the agency responsible for understanding and predicting changes in the Earth's environment and conserving and managing coastal and marine resources to meet the nation's economic, social and environmental needs, has a broad mandate to engage and coordinate education initiatives on these topics. Since its creation in 1970, the NOAA has supported a variety of education projects that cover a range of topics related to the agency's scientific and stewardship mission.\n\nNOAA uses formal and informal learning environments to enhance understanding of science, technology, engineering and mathematics (STEM) and to advance environmental education. The work of this agency overlaps and compliments the missions of other federal agencies, institutions of higher education, private and nonprofit organizations. Coordination among these agencies and organizations has been challenging. Limited education resources and the inherently global nature of NOAA's mission make strategic partnerships critical in order for the agency to accomplish its goals. Additionally, clear education goals, planning, and strategic use of resources are critical aspects for effective partnerships.\n\nNOAA's Education Program: Review and Critique provides a summary of the national education context for NOAA's role in education which is twofold: first is to advance the environmental literacy of the nation, and second is to promote a diverse workforce in ocean, coastal, Great Lakes, atmospheric and climate sciences. The book also describes the strengths and weaknesses of the education strategic plan, the education evaluation approach of the agency and strategies for improving the evaluation process.\n ", url = "https://nap.nationalacademies.org/catalog/12867/noaas-education-program-review-and-critique", year = 2010, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Alexandra S. Beatty and Michael Feder and Martin Storksdieck", title = "Climate Change Education: Engaging Family Private Forest Owners on Issues Related to Climate Change: A Workshop Summary", isbn = "978-0-309-30539-6", abstract = "The forested land in the United States is an asset that is owned and managed not only by federal, state, and local governments, but also by families and other private groups, including timber investment management organizations and real estate investment trusts. The more than 10 million family forestland owners manage the largest percentage of forestland acreage (35 percent) and the majority of the privately owned forestland (62 percent). The Forest Service of the United States Department of Agriculture, which is responsible for the stewardship of all of the nation's forests, has long worked with private owners of forestland on forest management and preservation. At a time when all forestland is facing intensified threats because of the long-term effects of global climate change, the Forest Service recognizes that family forestland owners play a key role in protecting forestland. It is working to identify optimal ways to engage this diverse group and support them in mitigating threats to the biologically diverse land they own or manage.\nClimate Change Education: Engaging Family Private Forest Owners on Issues Related to Climate Change is the summary of a workshop, convened by the National Research Council's Board on Science Education and Board on Environmental Change and Society as part of its Climate Change Education Roundtable series, to explore approaches to the challenges that face state foresters, extension agents, private forestry consultants, and others involved with private family forestland owners on how to take climate change into consideration when making decisions about their forests. The workshop focused on how findings from the behavioral, social, and educational sciences can be used to help prepare for the impacts of climate change. The workshop participants discussed the threats to forests posed by climate change and human actions; private forestland owners' values, knowledge, and dispositions about forest management, climate change, and related threats; and strategies for improving communication between forestland owners and service providers about forest management in the face of climate change.\n ", url = "https://nap.nationalacademies.org/catalog/18807/climate-change-education-engaging-family-private-forest-owners-on-issues", year = 2014, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Martin Storksdieck", title = "Climate Change Education: Preparing Future and Current Business Leaders: A Workshop Summary", isbn = "978-0-309-30598-3", abstract = "Climate change poses challenges as well as opportunities for businesses and, broadly speaking for the entire economy. Businesses will be challenged to provide services or products with less harmful influence on the climate; respond to a changing policy, regulatory, and market environment; and provide new services and products to help address the challenges of a changing climate. Many businesses are beginning to see climate change as another context within which they need to consider their core functions of strategy, finance, operations, marketing, and their regulatory environments, a context that poses both risks and opportunities.\nClimate Change Education: Preparing Current and Future Business Leaders is the summary of a workshop hosted by the National Research Council's Board on Science Education in March 2013 to explore issues associated with teaching climate change-related topics in business schools. The workshop focused on major gaps in understanding of climate and sustainability education in postsecondary professional schools of business. The workshop also connected the topic of climate education for current and future business leaders with a broader discussion on climate change education and how they influence and can benefit each other. This report discusses the role that business schools could play in preparing future corporate leaders for the challenges and opportunities that climate change poses. ", url = "https://nap.nationalacademies.org/catalog/18813/climate-change-education-preparing-future-and-current-business-leaders-a", year = 2014, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Garry D. Brewer and Paul C. Stern", title = "Decision Making for the Environment: Social and Behavioral Science Research Priorities", isbn = "978-0-309-09540-2", abstract = "With the growing number, complexity, and importance of environmental problems come demands to include a full range of intellectual disciplines and scholarly traditions to help define and eventually manage such problems more effectively. Decision Making for the Environment: Social and Behavioral Science Research Priorities is the result of a 2-year effort by 12 social and behavioral scientists, scholars, and practitioners. The report sets research priorities for the social and behavioral sciences as they relate to several different kinds of environmental problems. ", url = "https://nap.nationalacademies.org/catalog/11186/decision-making-for-the-environment-social-and-behavioral-science-research", year = 2005, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Sherrie Forrest and Michael A. Feder", title = "Climate Change Education: Goals, Audiences, and Strategies: A Workshop Summary", isbn = "978-0-309-21845-0", abstract = "The global scientific and policy community now unequivocally accepts that human activities cause global climate change. Although information on climate change is readily available, the nation still seems unprepared or unwilling to respond effectively to climate change, due partly to a general lack of public understanding of climate change issues and opportunities for effective responses. The reality of global climate change lends increasing urgency to the need for effective education on earth system science, as well as on the human and behavioral dimensions of climate change, from broad societal action to smart energy choices at the household level. \n\nThe public's limited understanding of climate change is partly the result of four critical challenges that have slowed development and delivery of effective climate change education. As one response to these challenges, Congress, in its 2009 and 2010 appropriation process, requested that the National Science Foundation (NSF) create a program in climate change education to provide funding to external grantees to improve climate change education in the United States. To support and strengthen these education initiatives, the Board on Science Education of the National Research Council (NRC) created the Climate Change Education Roundtable. The Roundtable convened two workshops. Climate Change Education Goals, Audiences, and Strategies is a summary of the discussions and presentations from the first workshop, held October 21 and 22, 2010. This report focuses on two primary topics: public understanding and decision maker support. It should be viewed as an initial step in examining the research on climate change and applying it in specific policy circumstances.", url = "https://nap.nationalacademies.org/catalog/13224/climate-change-education-goals-audiences-and-strategies-a-workshop-summary", year = 2011, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "Guide to Implementing the Next Generation Science Standards", isbn = "978-0-309-30512-9", abstract = "A Framework for K-12 Science Education and Next Generation Science Standards (NGSS) describe a new vision for science learning and teaching that is catalyzing improvements in science classrooms across the United States. Achieving this new vision will require time, resources, and ongoing commitment from state, district, and school leaders, as well as classroom teachers. Successful implementation of the NGSS will ensure that all K-12 students have high-quality opportunities to learn science.\nGuide to Implementing the Next Generation Science Standards provides guidance to district and school leaders and teachers charged with developing a plan and implementing the NGSS as they change their curriculum, instruction, professional learning, policies, and assessment to align with the new standards. For each of these elements, this report lays out recommendations for action around key issues and cautions about potential pitfalls. Coordinating changes in these aspects of the education system is challenging. As a foundation for that process, Guide to Implementing the Next Generation Science Standards identifies some overarching principles that should guide the planning and implementation process.\nThe new standards present a vision of science and engineering learning designed to bring these subjects alive for all students, emphasizing the satisfaction of pursuing compelling questions and the joy of discovery and invention. Achieving this vision in all science classrooms will be a major undertaking and will require changes to many aspects of science education. Guide to Implementing the Next Generation Science Standards will be a valuable resource for states, districts, and schools charged with planning and implementing changes, to help them achieve the goal of teaching science for the 21st century.", url = "https://nap.nationalacademies.org/catalog/18802/guide-to-implementing-the-next-generation-science-standards", year = 2015, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Catherine E. Snow and Kenne A. Dibner", title = "Science Literacy: Concepts, Contexts, and Consequences", isbn = "978-0-309-44756-0", abstract = "Science is a way of knowing about the world. At once a process, a product, and an institution, science enables people to both engage in the construction of new knowledge as well as use information to achieve desired ends. Access to science\u2014whether using knowledge or creating it\u2014necessitates some level of familiarity with the enterprise and practice of science: we refer to this as science literacy. \n\nScience literacy is desirable not only for individuals, but also for the health and well- being of communities and society. More than just basic knowledge of science facts, contemporary definitions of science literacy have expanded to include understandings of scientific processes and practices, familiarity with how science and scientists work, a capacity to weigh and evaluate the products of science, and an ability to engage in civic decisions about the value of science. Although science literacy has traditionally been seen as the responsibility of individuals, individuals are nested within communities that are nested within societies\u2014and, as a result, individual science literacy is limited or enhanced by the circumstances of that nesting. \n\nScience Literacy studies the role of science literacy in public support of science. This report synthesizes the available research literature on science literacy, makes recommendations on the need to improve the understanding of science and scientific research in the United States, and considers the relationship between scientific literacy and support for and use of science and research.", url = "https://nap.nationalacademies.org/catalog/23595/science-literacy-concepts-contexts-and-consequences", year = 2016, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium", isbn = "978-0-309-05692-2", url = "https://nap.nationalacademies.org/catalog/5592/improving-teacher-preparation-and-credentialing-consistent-with-the-national-science-education-standards", year = 1997, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Philip Bell and Bruce Lewenstein and Andrew W. Shouse and Michael A. Feder", title = "Learning Science in Informal Environments: People, Places, and Pursuits", isbn = "978-0-309-11955-9", abstract = "Informal science is a burgeoning field that operates across a broad range of venues and envisages learning outcomes for individuals, schools, families, and society. The evidence base that describes informal science, its promise, and effects is informed by a range of disciplines and perspectives, including field-based research, visitor studies, and psychological and anthropological studies of learning.\n\nLearning Science in Informal Environments draws together disparate literatures, synthesizes the state of knowledge, and articulates a common framework for the next generation of research on learning science in informal environments across a life span. Contributors include recognized experts in a range of disciplines\u2014research and evaluation, exhibit designers, program developers, and educators. They also have experience in a range of settings\u2014museums, after-school programs, science and technology centers, media enterprises, aquariums, zoos, state parks, and botanical gardens.\n\nLearning Science in Informal Environments is an invaluable guide for program and exhibit designers, evaluators, staff of science-rich informal learning institutions and community-based organizations, scientists interested in educational outreach, federal science agency education staff, and K-12 science educators.", url = "https://nap.nationalacademies.org/catalog/12190/learning-science-in-informal-environments-people-places-and-pursuits", year = 2009, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "Attracting PhDs to K-12 Education: A Demonstration Program for Science, Mathematics, and Technology", isbn = "978-0-309-08427-7", abstract = "The National Research Council (NRC) has undertaken a three-phase project to explore the possibility of a program to attract science, mathematics and engineering PhDs to careers in K-12 education. The first phase of the project surveyed the interests of recent PhDs in science and mathematics in pursuing careers in secondary education. Analysis of the Phase I data suggests that a significant percentage of PhDs might be interested in pursuing careers in secondary education under some circumstances. This report from the second phase of the project presents a proposal for a national demonstration program to determine how one might prepare PhDs to be productive members of the K-12 education community. The proposed program is designed to help meet the needs of the nation's schools, while providing further career opportunities for recent PhDs in science, mathematics and engineering. ", url = "https://nap.nationalacademies.org/catalog/10433/attracting-phds-to-k-12-education-a-demonstration-program-for", year = 2002, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "Mathematics, Science, and Technology Education: A Research Agenda", isbn = "978-0-309-07789-7", abstract = "", url = "https://nap.nationalacademies.org/catalog/998/mathematics-science-and-technology-education-a-research-agenda", year = 1985, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP title = "Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools: Report of the Content Panel for Biology", url = "https://nap.nationalacademies.org/catalog/10365/learning-and-understanding-improving-advanced-study-of-mathematics-and-science-in-us-high-schools", year = 2002, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Jeremy Kilpatrick and Jane Swafford and Bradford Findell", title = "Adding It Up: Helping Children Learn Mathematics", isbn = "978-0-309-21895-5", abstract = "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. \nThe 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:\n\n Research findings on what children know about numbers by the time they arrive in pre-K and the implications for mathematics instruction.\n 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.\n\nThe 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.", url = "https://nap.nationalacademies.org/catalog/9822/adding-it-up-helping-children-learn-mathematics", year = 2001, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "Technology and Assessment: Thinking Ahead: Proceedings from a Workshop", isbn = "978-0-309-08320-1", abstract = "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.", url = "https://nap.nationalacademies.org/catalog/10297/technology-and-assessment-thinking-ahead-proceedings-from-a-workshop", year = 2002, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Christopher T. Cross and Taniesha A. Woods and Heidi Schweingruber", title = "Mathematics Learning in Early Childhood: Paths Toward Excellence and Equity", isbn = "978-0-309-12806-3", abstract = "Early childhood mathematics is vitally important for young children's present and future educational success. Research demonstrates that virtually all young children have the capability to learn and become competent in mathematics. Furthermore, young children enjoy their early informal experiences with mathematics. Unfortunately, many children's potential in mathematics is not fully realized, especially those children who are economically disadvantaged. This is due, in part, to a lack of opportunities to learn mathematics in early childhood settings or through everyday experiences in the home and in their communities. Improvements in early childhood mathematics education can provide young children with the foundation for school success.\nRelying on a comprehensive review of the research, Mathematics Learning in Early Childhood lays out the critical areas that should be the focus of young children's early mathematics education, explores the extent to which they are currently being incorporated in early childhood settings, and identifies the changes needed to improve the quality of mathematics experiences for young children. This book serves as a call to action to improve the state of early childhood mathematics. It will be especially useful for policy makers and practitioners-those who work directly with children and their families in shaping the policies that affect the education of young children.\n ", url = "https://nap.nationalacademies.org/catalog/12519/mathematics-learning-in-early-childhood-paths-toward-excellence-and-equity", year = 2009, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Holly G. Rhodes", title = "Design, Selection, and Implementation of Instructional Materials for the Next Generation Science Standards: Proceedings of a Workshop", isbn = "978-0-309-47111-4", abstract = "Instructional materials are a key means to achieving the goals of science education\u2014an enterprise that yields unique and worthwhile benefits to individuals and society. As states and districts move forward with adoption and implementation of the Next Generation Science Standards (NGSS) or work on improving their instruction to align with A Framework for K\u201312 Science Education (the Framework), instructional materials that align with this new vision for science education have emerged as one of the key mechanisms for creating high-quality learning experiences for students.\n\nIn response to the need for more coordination across the ongoing efforts to support the design and implementation of instructional materials for science education, the National Academies of Sciences, Engineering, and Medicine convened a public workshop in June 2017. The workshop focused on the development of instructional materials that reflect the principles of the Framework and the NGSS. This publication summarizes the presentations and discussions from the workshop.", url = "https://nap.nationalacademies.org/catalog/25001/design-selection-and-implementation-of-instructional-materials-for-the-next-generation-science-standards", year = 2018, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "Indicators of Precollege Education in Science and Mathematics: A Preliminary Review", isbn = "978-0-309-07838-2", abstract = "Many studies point to the inadequacy of precollege education in the United States. How can it be improved? The development of effective policy requires information on the condition of education and the ability to measure change. This book lays out a framework for an efficient monitoring system. Key variables include teacher quality and quantity, course content, instructional time and enrollment, and student achievement.", url = "https://nap.nationalacademies.org/catalog/238/indicators-of-precollege-education-in-science-and-mathematics-a-preliminary", year = 1985, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Henry Braun and Naomi Chudowsky and Judith Koenig", title = "Getting Value Out of Value-Added: Report of a Workshop", isbn = "978-0-309-14813-9", abstract = "Value-added methods refer to efforts to estimate the relative contributions of specific teachers, schools, or programs to student test performance. In recent years, these methods have attracted considerable attention because of their potential applicability for educational accountability, teacher pay-for-performance systems, school and teacher improvement, program evaluation, and research. Value-added methods involve complex statistical models applied to test data of varying quality. Accordingly, there are many technical challenges to ascertaining the degree to which the output of these models provides the desired estimates. Despite a substantial amount of research over the last decade and a half, overcoming these challenges has proven to be very difficult, and many questions remain unanswered--at a time when there is strong interest in implementing value-added models in a variety of settings. \n\nThe National Research Council and the National Academy of Education held a workshop, summarized in this volume, to help identify areas of emerging consensus and areas of disagreement regarding appropriate uses of value-added methods, in an effort to provide research-based guidance to policy makers who are facing decisions about whether to proceed in this direction.", url = "https://nap.nationalacademies.org/catalog/12820/getting-value-out-of-value-added-report-of-a-workshop", year = 2010, publisher = "The National Academies Press", address = "Washington, DC" }