TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Elizabeth A. Davis A2 - Amy Stephens TI - Science and Engineering in Preschool Through Elementary Grades: The Brilliance of Children and the Strengths of Educators SN - DO - 10.17226/26215 PY - 2022 UR - https://nap.nationalacademies.org/catalog/26215/science-and-engineering-in-preschool-through-elementary-grades-the-brilliance PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - Starting in early childhood, children are capable of learning sophisticated science and engineering concepts and engage in disciplinary practices. They are deeply curious about the world around them and eager to investigate the many questions they have about their environment. Educators can develop learning environments that support the development and demonstration of proficiencies in science and engineering, including making connections across the contexts of learning, which can help children see their ideas, interests, and practices as meaningful not just for school, but also in their lives. Unfortunately, in many preschool and elementary schools science gets relatively little attention compared to English language arts and mathematics. In addition, many early childhood and elementary teachers do not have extensive grounding in science and engineering content. Science and Engineering in Preschool through Elementary Grades provides evidence-based guidance on effective approaches to preschool through elementary science and engineering instruction that supports the success of all students. This report evaluates the state of the evidence on learning experiences prior to school; promising instructional approaches and what is needed for implementation to include teacher professional development, curriculum, and instructional materials; and the policies and practices at all levels that constrain or facilitate efforts to enhance preschool through elementary science and engineering. Building a solid foundation in science and engineering in the elementary grades sets the stage for later success, both by sustaining and enhancing students' natural enthusiasm for science and engineering and by establishing the knowledge and skills they need to approach the more challenging topics introduced in later grades. Through evidence-based guidance on effective approaches to preschool through elementary science and engineering instruction, this report will help teachers to support the success of all students. 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 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 - Alexandra Beatty A2 - M. R. C. Greenwood A2 - Robert L. Linn TI - Myths and Tradeoffs: The Role of Tests in Undergraduate Admissions SN - DO - 10.17226/9632 PY - 1999 UR - https://nap.nationalacademies.org/catalog/9632/myths-and-tradeoffs-the-role-of-tests-in-undergraduate-admissions PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - More than 8 million students enrolled in 4-year, degree-granting postsecondary institutions in the United States in 1996. The multifaceted system through which these students applied to and were selected by the approximately 2,240 institutions in which they enrolled is complex, to say the least; for students, parents, and advisers, it is often stressful and sometimes bewildering. This process raises important questions about the social goals that underlie the sorting of students, and it has been the subject of considerable controversy. The role of standardized tests in this sorting process has been one of the principal flashpoints in discussions of its fairness. Tests have been cited as the chief evidence of unfairness in lawsuits over admissions decisions, criticized as biased against minorities and women, and blamed for the fierce competitiveness of the process. Yet tests have also been praised for their value in providing a common yardstick for comparing students from diverse schools with different grading standards. Myths and Tradeoffs identifies and corrects some persistent myths about standardized admissions tests and highlight some of the specific tradeoffs that decisions about the uses of tests entail; presents conclusions and recommendations about the role of tests in college admissions; and lays out several issues about which information would clearly help decision makers, but about which the existing data are either insufficient or need synthesis and interpretation. This report will benefit a broad audience of college and university officials, state and other officials and lawmakers, and others who are wrestling with decisions about admissions policies, definitions of merit, legal actions, and other issues. ER - TY - BOOK AU - National Research Council TI - A Plan for Evaluating the District of Columbia's Public Schools: From Impressions to Evidence SN - DO - 10.17226/13114 PY - 2011 UR - https://nap.nationalacademies.org/catalog/13114/a-plan-for-evaluating-the-district-of-columbias-public-schools PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - The District of Columbia (DC) has struggled for decades to improve its public education system. In 2007 the DC government made a bold change in the way it governs public education with the goal of shaking up the system and bringing new energy to efforts to improve outcomes for students. The Public Education Reform Amendment Act (PERAA) shifted control of the city's public schools from an elected school board to the mayor, developed a new state department of education, created the position of chancellor, and made other significant management changes. A Plan for Evaluating the District of Columbia's Public Schools offers a framework for evaluating the effects of PERAA on DC's public schools. The book recommends an evaluation program that includes a systematic yearly public reporting of key data as well as in-depth studies of high-priority issues including: quality of teachers, principals, and other personnel; quality of classroom teaching and learning; capacity to serve vulnerable children and youth; promotion of family and community engagement; and quality and equity of operations, management, and facilities. As part of the evaluation program, the Mayor's Office should produce an annual report to the city on the status of the public schools, including an analysis of trends and all the underlying data. A Plan for Evaluating the District of Columbia's Public Schools suggests that D.C. engage local universities, philanthropic organizations, and other institutions to develop and sustain an infrastructure for ongoing research and evaluation of its public schools. Any effective evaluation program must be independent of school and city leaders and responsive to the needs of all stakeholders. Additionally, its research should meet the highest standards for technical quality. ER - TY - BOOK AU - National Research Council A2 - Lawrence D. Brown A2 - Thomas J. Plewes A2 - Marisa A. Gerstein TI - Measuring Research and Development Expenditures in the U.S. Economy SN - DO - 10.17226/11111 PY - 2005 UR - https://nap.nationalacademies.org/catalog/11111/measuring-research-and-development-expenditures-in-the-us-economy PB - The National Academies Press CY - Washington, DC LA - English KW - Industry and Labor KW - Behavioral and Social Sciences KW - Surveys and Statistics AB - This report examines the portfolio of research and development (R&D) expenditure surveys at the National Science Foundation (NSF), identifying gaps and weaknesses and areas of missing coverage. The report takes an in-depth look at the definition of R&D, the needs and potential uses of NSF’s R&D data by a variety of users, the goals of an integrated system of surveys and other data collection activities, and the quality of the data collected in the existing Science Resources Statistics surveys. ER - TY - BOOK AU - National Research Council A2 - M. Suzanne Donovan A2 - John D. Bransford TI - How Students Learn: Science in the Classroom SN - DO - 10.17226/11102 PY - 2005 UR - https://nap.nationalacademies.org/catalog/11102/how-students-learn-science-in-the-classroom PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - How Students Learn: Science in the Classroom builds on the discoveries detailed in the best-selling How People Learn. Now these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness. Organized for utility, the book explores how the principles of learning can be applied in science at three levels: elementary, middle, and high school. Leading educators explain in detail how they developed successful curricula and teaching approaches, presenting strategies that serve as models for curriculum development and classroom instruction. Their recounting of personal teaching experiences lends strength and warmth to this volume. This book discusses how to build straightforward science experiments into true understanding of scientific principles. It also features illustrated suggestions for classroom activities. ER - TY - BOOK AU - National Research Council A2 - Philip Bell A2 - Bruce Lewenstein A2 - Andrew W. Shouse A2 - Michael A. Feder TI - Learning Science in Informal Environments: People, Places, and Pursuits SN - DO - 10.17226/12190 PY - 2009 UR - https://nap.nationalacademies.org/catalog/12190/learning-science-in-informal-environments-people-places-and-pursuits PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - 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. Learning 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—research and evaluation, exhibit designers, program developers, and educators. They also have experience in a range of settings—museums, after-school programs, science and technology centers, media enterprises, aquariums, zoos, state parks, and botanical gardens. Learning 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. ER - TY - BOOK AU - National Research Council TI - Inquiry and the National Science Education Standards: A Guide for Teaching and Learning SN - DO - 10.17226/9596 PY - 2000 UR - https://nap.nationalacademies.org/catalog/9596/inquiry-and-the-national-science-education-standards-a-guide-for PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - Humans, especially children, are naturally curious. Yet, people often balk at the thought of learning science—the "eyes glazed over" syndrome. Teachers may find teaching science a major challenge in an era when science ranges from the hardly imaginable quark to the distant, blazing quasar. Inquiry and the National Science Education Standards is the book that educators have been waiting for—a practical guide to teaching inquiry and teaching through inquiry, as recommended by the National Science Education Standards. This will be an important resource for educators who must help school boards, parents, and teachers understand "why we can't teach the way we used to." "Inquiry" refers to the diverse ways in which scientists study the natural world and in which students grasp science knowledge and the methods by which that knowledge is produced. This book explains and illustrates how inquiry helps students learn science content, master how to do science, and understand the nature of science. This book explores the dimensions of teaching and learning science as inquiry for K-12 students across a range of science topics. Detailed examples help clarify when teachers should use the inquiry-based approach and how much structure, guidance, and coaching they should provide. The book dispels myths that may have discouraged educators from the inquiry-based approach and illuminates the subtle interplay between concepts, processes, and science as it is experienced in the classroom. Inquiry and the National Science Education Standards shows how to bring the standards to life, with features such as classroom vignettes exploring different kinds of inquiries for elementary, middle, and high school and Frequently Asked Questions for teachers, responding to common concerns such as obtaining teaching supplies. Turning to assessment, the committee discusses why assessment is important, looks at existing schemes and formats, and addresses how to involve students in assessing their own learning achievements. In addition, this book discusses administrative assistance, communication with parents, appropriate teacher evaluation, and other avenues to promoting and supporting this new teaching paradigm. ER - TY - BOOK AU - National Research Council TI - Preparing for an Aging World: The Case for Cross-National Research SN - DO - 10.17226/10120 PY - 2001 UR - https://nap.nationalacademies.org/catalog/10120/preparing-for-an-aging-world-the-case-for-cross-national PB - The National Academies Press CY - Washington, DC LA - English KW - Behavioral and Social Sciences AB - Aging is a process that encompasses virtually all aspects of life. Because the speed of population aging is accelerating, and because the data needed to study the aging process are complex and expensive to obtain, it is imperative that countries coordinate their research efforts to reap the most benefits from this important information. Preparing for an Aging World looks at the behavioral and socioeconomic aspects of aging, and focuses on work, retirement, and pensions; wealth and savings behavior; health and disability; intergenerational transfers; and concepts of well-being. It makes recommendations for a collection of new, cross-national data on aging populations—data that will allow nations to develop policies and programs for addressing the major shifts in population age structure now occurring. These efforts, if made internationally, would advance our understanding of the aging process around the world. ER - TY - BOOK AU - National Research Council A2 - Catherine Lord A2 - James P. McGee TI - Educating Children with Autism SN - DO - 10.17226/10017 PY - 2001 UR - https://nap.nationalacademies.org/catalog/10017/educating-children-with-autism PB - The National Academies Press CY - Washington, DC LA - English KW - Health and Medicine AB - 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. ER - TY - BOOK AU - National Research Council A2 - Lauress L. Wise A2 - Richard J. Noeth A2 - Judith A. Koenig TI - Evaluation of the Voluntary National Tests, Year 2: Final Report SN - DO - 10.17226/9684 PY - 1999 UR - https://nap.nationalacademies.org/catalog/9684/evaluation-of-the-voluntary-national-tests-year-2-final-report PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - In his 1997 State of the Union address, President Clinton announced a federal initiative to develop tests of 4th-grade reading and 8th-grade mathematics that could be administered on a voluntary basis by states and school districts beginning in spring 1999. The principal purpose of the Voluntary National Tests (VNT) is to provide parents and teachers with systematic and reliable information about the verbal and quantitative skills that students have achieved at two key points in their educational careers. The U.S. Department of Education anticipated that this information would serve as a catalyst for continued school improvement, by focusing parental and community attention on achievement and by providing an additional tool to hold school systems accountable for their students' performance in relation to nationwide standards. Shortly after initial development work on the VNT, Congress transferred responsibility for VNT policies, direction, and guidelines from the department to the National Assessment Governing Board (NAGB, the governing body for the National Assessment of Educational Progress). Test development activities were to continue, but Congress prohibited pilot and field testing and operational use of the VNT pending further consideration. At the same time, Congress called on the National Research Council (NRC) to assess the VNT development activities. Since the evaluation began, the NRC has issued three reports on VNT development: an interim and final report on the first year's work and an interim report earlier on this second year's work. This final report includes the findings and recommendations from the interim report, modified by new information and analysis, and presents our overall conclusions and recommendations regarding the VNT. ER - TY - BOOK A2 - Kirsten K. West A2 - Robert M. Hauser A2 - Terri M. Scanlan TI - Longitudinal Surveys of Children SN - DO - 10.17226/6254 PY - 1998 UR - https://nap.nationalacademies.org/catalog/6254/longitudinal-surveys-of-children PB - The National Academies Press CY - Washington, DC LA - English KW - Behavioral and Social Sciences AB - The Committee and the Board on Children, Youth, and Families convened in September a workshop to discuss ways to foster greater collaboration and sharing of information among principal investigators of several longitudinal surveys of children. Among many topics discussed were issues of coverage and balance of content, sampling design and weighting, measurement and analysis, field operations, legitimation and retention of cases, data disclosure and dissemination, and resources available for longitudinal studies. The workshop was sponsored by the National Institute on Justice. ER - TY - BOOK AU - National Research Council TI - National Science Education Standards SN - DO - 10.17226/4962 PY - 1996 UR - https://nap.nationalacademies.org/catalog/4962/national-science-education-standards PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - Americans agree that our students urgently need better science education. But what should they be expected to know and be able to do? Can the same expectations be applied across our diverse society? These and other fundamental issues are addressed in National Science Education Standards—a landmark development effort that reflects the contributions of thousands of teachers, scientists, science educators, and other experts across the country. The National Science Education Standards offer a coherent vision of what it means to be scientifically literate, describing what all students regardless of background or circumstance should understand and be able to do at different grade levels in various science categories. The standards address: The exemplary practice of science teaching that provides students with experiences that enable them to achieve scientific literacy. Criteria for assessing and analyzing students' attainments in science and the learning opportunities that school science programs afford. The nature and design of the school and district science program. The support and resources needed for students to learn science. These standards reflect the principles that learning science is an inquiry-based process, that science in schools should reflect the intellectual traditions of contemporary science, and that all Americans have a role in improving science education. This document will be invaluable to education policymakers, school system administrators, teacher educators, individual teachers, and concerned parents. ER - TY - BOOK AU - National Research Council A2 - Barbara F. Reskin A2 - Heidi I. Hartmann TI - Women's Work, Men's Work: Sex Segregation on the Job SN - DO - 10.17226/610 PY - 1986 UR - https://nap.nationalacademies.org/catalog/610/womens-work-mens-work-sex-segregation-on-the-job PB - The National Academies Press CY - Washington, DC LA - English KW - Behavioral and Social Sciences AB - Even though women have made substantial progress in a number of formerly male occupations, sex segregation in the workplace remains a fact of life. This volume probes pertinent questions: Why has the overall degree of sex segregation remained stable in this century? What informal barriers keep it in place? How do socialization and educational practices affect career choices and hiring patterns? How do family responsibilities affect women's work attitudes? And how effective is legislation in lessening the gap between the sexes? Amply supplemented with tables, figures, and insightful examination of trends and research, this volume is a definitive source for what is known today about sex segregation on the job. ER - TY - BOOK AU - National Research Council TI - Reliability Growth: Enhancing Defense System Reliability SN - DO - 10.17226/18987 PY - 2015 UR - https://nap.nationalacademies.org/catalog/18987/reliability-growth-enhancing-defense-system-reliability PB - The National Academies Press CY - Washington, DC LA - English KW - Conflict and Security Issues KW - Behavioral and Social Sciences KW - Surveys and Statistics AB - A high percentage of defense systems fail to meet their reliability requirements. This is a serious problem for the U.S. Department of Defense (DOD), as well as the nation. Those systems are not only less likely to successfully carry out their intended missions, but they also could endanger the lives of the operators. Furthermore, reliability failures discovered after deployment can result in costly and strategic delays and the need for expensive redesign, which often limits the tactical situations in which the system can be used. Finally, systems that fail to meet their reliability requirements are much more likely to need additional scheduled and unscheduled maintenance and to need more spare parts and possibly replacement systems, all of which can substantially increase the life-cycle costs of a system. Beginning in 2008, DOD undertook a concerted effort to raise the priority of reliability through greater use of design for reliability techniques, reliability growth testing, and formal reliability growth modeling, by both the contractors and DOD units. To this end, handbooks, guidances, and formal memoranda were revised or newly issued to reduce the frequency of reliability deficiencies for defense systems in operational testing and the effects of those deficiencies. Reliability Growth evaluates these recent changes and, more generally, assesses how current DOD principles and practices could be modified to increase the likelihood that defense systems will satisfy their reliability requirements. This report examines changes to the reliability requirements for proposed systems; defines modern design and testing for reliability; discusses the contractor's role in reliability testing; and summarizes the current state of formal reliability growth modeling. The recommendations of Reliability Growth will improve the reliability of defense systems and protect the health of the valuable personnel who operate them. ER - TY - BOOK AU - National Research Council A2 - Richard A. Duschl A2 - Heidi A. Schweingruber A2 - Andrew W. Shouse TI - Taking Science to School: Learning and Teaching Science in Grades K-8 SN - DO - 10.17226/11625 PY - 2007 UR - https://nap.nationalacademies.org/catalog/11625/taking-science-to-school-learning-and-teaching-science-in-grades PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - What is science for a child? How do children learn about science and how to do science? Drawing on a vast array of work from neuroscience to classroom observation, Taking Science to School provides a comprehensive picture of what we know about teaching and learning science from kindergarten through eighth grade. By looking at a broad range of questions, this book provides a basic foundation for guiding science teaching and supporting students in their learning. Taking Science to School answers such questions as: When do children begin to learn about science? Are there critical stages in a child's development of such scientific concepts as mass or animate objects? What role does nonschool learning play in children's knowledge of science? How can science education capitalize on children's natural curiosity? What are the best tasks for books, lectures, and hands-on learning? How can teachers be taught to teach science? The book also provides a detailed examination of how we know what we know about children's learning of science—about the role of research and evidence. This book will be an essential resource for everyone involved in K-8 science education—teachers, principals, boards of education, teacher education providers and accreditors, education researchers, federal education agencies, and state and federal policy makers. It will also be a useful guide for parents and others interested in how children learn. ER - TY - BOOK AU - National Research Council A2 - M. Suzanne Donovan A2 - John D. Bransford TI - How Students Learn: History, Mathematics, and Science in the Classroom SN - DO - 10.17226/10126 PY - 2005 UR - https://nap.nationalacademies.org/catalog/10126/how-students-learn-history-mathematics-and-science-in-the-classroom PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - How do you get a fourth-grader excited about history? How do you even begin to persuade high school students that mathematical functions are relevant to their everyday lives? In this volume, practical questions that confront every classroom teacher are addressed using the latest exciting research on cognition, teaching, and learning. How Students Learn: History, Mathematics, and Science in the Classroom builds on the discoveries detailed in the bestselling How People Learn. Now, these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness. Organized for utility, the book explores how the principles of learning can be applied in teaching history, science, and math topics at three levels: elementary, middle, and high school. Leading educators explain in detail how they developed successful curricula and teaching approaches, presenting strategies that serve as models for curriculum development and classroom instruction. Their recounting of personal teaching experiences lends strength and warmth to this volume. The book explores the importance of balancing students' knowledge of historical fact against their understanding of concepts, such as change and cause, and their skills in assessing historical accounts. It discusses how to build straightforward science experiments into true understanding of scientific principles. And it shows how to overcome the difficulties in teaching math to generate real insight and reasoning in math students. It also features illustrated suggestions for classroom activities. How Students Learn offers a highly useful blend of principle and practice. It will be important not only to teachers, administrators, curriculum designers, and teacher educators, but also to parents and the larger community concerned about children's education. ER - TY - BOOK AU - National Research Council TI - The Social Impact of AIDS in the United States SN - DO - 10.17226/1881 PY - 1993 UR - https://nap.nationalacademies.org/catalog/1881/the-social-impact-of-aids-in-the-united-states PB - The National Academies Press CY - Washington, DC LA - English KW - Health and Medicine AB - Europe's "Black Death" contributed to the rise of nation states, mercantile economies, and even the Reformation. Will the AIDS epidemic have similar dramatic effects on the social and political landscape of the twenty-first century? This readable volume looks at the impact of AIDS since its emergence and suggests its effects in the next decade, when a million or more Americans will likely die of the disease. The Social Impact of AIDS in the United States addresses some of the most sensitive and controversial issues in the public debate over AIDS. This landmark book explores how AIDS has affected fundamental policies and practices in our major institutions, examining: How America's major religious organizations have dealt with sometimes conflicting values: the imperative of care for the sick versus traditional views of homosexuality and drug use. Hotly debated public health measures, such as HIV antibody testing and screening, tracing of sexual contacts, and quarantine. The potential risk of HIV infection to and from health care workers. How AIDS activists have brought about major change in the way new drugs are brought to the marketplace. The impact of AIDS on community-based organizations, from volunteers caring for individuals to the highly political ACT-UP organization. Coping with HIV infection in prisons. Two case studies shed light on HIV and the family relationship. One reports on some efforts to gain legal recognition for nonmarital relationships, and the other examines foster care programs for newborns with the HIV virus. A case study of New York City details how selected institutions interact to give what may be a picture of AIDS in the future. This clear and comprehensive presentation will be of interest to anyone concerned about AIDS and its impact on the country: health professionals, sociologists, psychologists, advocates for at-risk populations, and interested individuals. 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 -