@BOOK{NAP title = "Resources for Teaching Elementary School Science", isbn = "978-0-309-05293-1", abstract = "What activities might a teacher use to help children explore the life cycle of butterflies? What does a science teacher need to conduct a \"leaf safari\" for students? Where can children safely enjoy hands-on experience with life in an estuary? Selecting resources to teach elementary school science can be confusing and difficult, but few decisions have greater impact on the effectiveness of science teaching.\nEducators will find a wealth of information and expert guidance to meet this need in Resources for Teaching Elementary School Science. A completely revised edition of the best-selling resource guide Science for Children: Resources for Teachers, this new book is an annotated guide to hands-on, inquiry-centered curriculum materials and sources of help in teaching science from kindergarten through sixth grade. (Companion volumes for middle and high school are planned.)\nThe guide annotates about 350 curriculum packages, describing the activities involved and what students learn. Each annotation lists recommended grade levels, accompanying materials and kits or suggested equipment, and ordering information.\nThese 400 entries were reviewed by both educators and scientists to ensure that they are accurate and current and offer students the opportunity to:\n\n Ask questions and find their own answers.\n Experiment productively.\n Develop patience, persistence, and confidence in their own ability to solve real problems.\n\nThe entries in the curriculum section are grouped by scientific area\u2014Life Science, Earth Science, Physical Science, and Multidisciplinary and Applied Science\u2014and by type\u2014core materials, supplementary materials, and science activity books. Additionally, a section of references for teachers provides annotated listings of books about science and teaching, directories and guides to science trade books, and magazines that will help teachers enhance their students' science education.\nResources for Teaching Elementary School Science also lists by region and state about 600 science centers, museums, and zoos where teachers can take students for interactive science experiences. Annotations highlight almost 300 facilities that make significant efforts to help teachers.\nAnother section describes more than 100 organizations from which teachers can obtain more resources. And a section on publishers and suppliers give names and addresses of sources for materials.\nThe guide will be invaluable to teachers, principals, administrators, teacher trainers, science curriculum specialists, and advocates of hands-on science teaching, and it will be of interest to parent-teacher organizations and parents.", url = "https://nap.nationalacademies.org/catalog/4966/resources-for-teaching-elementary-school-science", year = 1996, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academy of Sciences", editor = "Steve Olson", title = "The Science of Science Communication III: Inspiring Novel Collaborations and Building Capacity: Proceedings of a Colloquium", isbn = "978-0-309-46858-9", abstract = "Successful scientists must be effective communicators within their professions. Without those skills, they could not write papers and funding proposals, give talks and field questions, or teach classes and mentor students. However, communicating with audiences outside their profession - people who may not share scientists' interests, technical background, cultural assumptions, and modes of expression - presents different challenges and requires additional skills. Communication about science in political or social settings differs from discourse within a scientific discipline. Not only are scientists just one of many stakeholders vying for access to the public agenda, but the political debates surrounding science and its applications may sometimes confront scientists with unfamiliar and uncomfortable discussions involving religious values, partisan interests, and even the trustworthiness of science.\nThe Science of Science Communication III: Inspiring Novel Collaborations and Building Capacity summarizes the presentations and discussions from a Sackler Colloquium convened in November 2017. This event used Communicating Science Effectively as a framework for examining how one might apply its lessons to research and practice. It considered opportunities for creating and applying the science along with the barriers to doing so, such as the incentive systems in academic institutions and the perils of communicating science in polarized environments. Special attention was given to the organization and infrastructure necessary for building capacity in science communication.", url = "https://nap.nationalacademies.org/catalog/24958/the-science-of-science-communication-iii-inspiring-novel-collaborations-and", year = 2018, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP title = "Report of the Treasurer to the Council For the Six Months Ended December 31, 1998", url = "https://nap.nationalacademies.org/catalog/9626/report-of-the-treasurer-to-the-council-for-the-six-months-ended-december-31-1998", year = 1999, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP title = "Addressing the Physician Shortage in Occupational and Environmental Medicine: Report of a Study", url = "https://nap.nationalacademies.org/catalog/9494/addressing-the-physician-shortage-in-occupational-and-environmental-medicine-report", year = 1991, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP title = "The Science of Science Communication II: Summary of a Colloquium", isbn = "978-0-309-29200-9", abstract = "Successful scientists must be effective communicators within their professions. Without those skills, they could not write papers and funding proposals, give talks and field questions, or teach classes and mentor students. However, communicating with audiences outside their profession - people who may not share scientists' interests, technical background, cultural assumptions, and modes of expression - presents different challenges and requires additional skills. Communication about science in political or social settings differs from discourse within a scientific discipline. Not only are scientists just one of many stakeholders vying for access to the public agenda, but the political debates surrounding science and its applications may sometimes confront scientists with unfamiliar and uncomfortable discussions involving religious values, partisan interests, and even the trustworthiness of science.\nThe Science of Science Communication II is the summary of a Sackler Colloquium convened in September 2013 At this event, leading social, behavioral, and decision scientists, other scientists, and communication practitioners shared current research that can improve the communication of science to lay audiences. In the Sackler Colloquia tradition, the meeting also allowed social and natural scientists to identify new opportunities to collaborate and advance their own research, while improving public engagement with science. Speakers provided evidence-based guidance on how to listen to others so as to identify their information needs, ways of thinking about the world, and the cultural stereotypes regarding scientists. They delved deeply into the incentive systems that shape what scientists study and how they report their work, the subtle changes in framing that can influence how messages are interpreted, the complex channels that determine how messages flow, and the potential politicization of scientific evidence. \n", url = "https://nap.nationalacademies.org/catalog/18478/the-science-of-science-communication-ii-summary-of-a-colloquium", year = 2014, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP title = "Report of the Treasurer to the Council 1996-1997", url = "https://nap.nationalacademies.org/catalog/9522/report-of-the-treasurer-to-the-council-1996-1997", year = 1997, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academy of Sciences", title = "Ecological Risks: Perspectives from Poland and the United States", isbn = "978-0-309-04293-2", url = "https://nap.nationalacademies.org/catalog/1608/ecological-risks-perspectives-from-poland-and-the-united-states", year = 1990, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academy of Sciences", title = "Report of the Treasurer to the Council for the Year Ended December 31, 1999", url = "https://nap.nationalacademies.org/catalog/9894/report-of-the-treasurer-to-the-council-for-the-year-ended-december-31-1999", year = 2000, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP title = "Report of the Treasurer to the Council 1995-1996", url = "https://nap.nationalacademies.org/catalog/9238/report-of-the-treasurer-to-the-council-1995-1996", year = 1996, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academy of Sciences", title = "Report of the Treasurer to the Council for the Year Ended December 31, 2000", url = "https://nap.nationalacademies.org/catalog/10154/report-of-the-treasurer-to-the-council-for-the-year-ended-december-31-2000", year = 2001, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP title = "Report of the Treasurer to the Council 1997-1998", url = "https://nap.nationalacademies.org/catalog/9521/report-of-the-treasurer-to-the-council-1997-1998", year = 1998, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "The Mathematical Sciences: A Report", url = "https://nap.nationalacademies.org/catalog/9549/the-mathematical-sciences-a-report", year = 1968, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine and National Academy of Engineering", title = "Resources for Teaching Middle School Science", isbn = "978-0-309-05781-3", abstract = "With age-appropriate, inquiry-centered curriculum materials and sound teaching practices, middle school science can capture the interest and energy of adolescent students and expand their understanding of the world around them.\nResources for Teaching Middle School Science, developed by the National Science Resources Center (NSRC), is a valuable tool for identifying and selecting effective science curriculum materials that will engage students in grades 6 through 8. The volume describes more than 400 curriculum titles that are aligned with the National Science Education Standards.\nThis completely new guide follows on the success of Resources for Teaching Elementary School Science, the first in the NSRC series of annotated guides to hands-on, inquiry-centered curriculum materials and other resources for science teachers.\nThe curriculum materials in the new guide are grouped in five chapters by scientific area\u2014Physical Science, Life Science, Environmental Science, Earth and Space Science, and Multidisciplinary and Applied Science. They are also grouped by type\u2014core materials, supplementary units, and science activity books.\nEach annotation of curriculum material includes a recommended grade level, a description of the activities involved and of what students can be expected to learn, a list of accompanying materials, a reading level, and ordering information.\nThe curriculum materials included in this book were selected by panels of teachers and scientists using evaluation criteria developed for the guide. The criteria reflect and incorporate goals and principles of the National Science Education Standards. The annotations designate the specific content standards on which these curriculum pieces focus.\nIn addition to the curriculum chapters, the guide contains six chapters of diverse resources that are directly relevant to middle school science. Among these is a chapter on educational software and multimedia programs, chapters on books about science and teaching, directories and guides to science trade books, and periodicals for teachers and students.\nAnother section features institutional resources. One chapter lists about 600 science centers, museums, and zoos where teachers can take middle school students for interactive science experiences. Another chapter describes nearly 140 professional associations and U.S. government agencies that offer resources and assistance.\nAuthoritative, extensive, and thoroughly indexed\u2014and the only guide of its kind\u2014Resources for Teaching Middle School Science will be the most used book on the shelf for science teachers, school administrators, teacher trainers, science curriculum specialists, advocates of hands-on science teaching, and concerned parents.", url = "https://nap.nationalacademies.org/catalog/5774/resources-for-teaching-middle-school-science", year = 1998, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academy of Sciences and National Academy of Engineering and Institute of Medicine", title = "Observations on the President's Fiscal Year 2003 Federal Science and Technology Budget", isbn = "978-0-309-08538-0", abstract = "Fifth in a series of annual reports, this study provides observations on the Administration\u2019s FY 2003 budget proposal for federal science and technology (FS&T) programs. The first section of the report outlines the development during the 1990s of national goals for science and technology (S&T), re-iterating the importance of U.S. leadership in these fields. It also comments on development of approach to tabulating and analyzing the federal S&T investment. The second section of the report summarizes the President\u2019s FY 2003 budget proposal, including proposals for spending on research for countering terrorism. The third section provides observations on the President\u2019s proposal, noting differences in funding trends by agency and outlining an approach to FS&T budgeting that focuses on both priority-driven and discovery-oriented research. The final section provides recommendations for ensuring that federally-funded S&T programs provide high-quality research outcomes that are relevant to agency missions and provide the U.S. with global leadership in S&T.", url = "https://nap.nationalacademies.org/catalog/10504/observations-on-the-presidents-fiscal-year-2003-federal-science-and-technology-budget", year = 2002, publisher = "The National Academies Press", address = "Washington, DC" }