@BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", title = "Accounting for Social Risk Factors in Medicare Payment: Data", isbn = "978-0-309-44801-7", abstract = "Recent health care payment reforms aim to improve the alignment of Medicare payment strategies with goals to improve the quality of care provided, patient experiences with health care, and health outcomes, while also controlling costs. These efforts move Medicare away from the volume-based payment of traditional fee-for-service models and toward value-based purchasing, in which cost control is an explicit goal in addition to clinical and quality goals. Specific payment strategies include pay-for-performance and other quality incentive programs that tie financial rewards and sanctions to the quality and efficiency of care provided and accountable care organizations in which health care providers are held accountable for both the quality and cost of the care they deliver.\n\nAccounting For Social Risk Factors in Medicare Payment: Data is the fourth in a series of five brief reports that aim to inform ASPE analyses that account for social risk factors in Medicare payment programs mandated through the IMPACT Act. This report provides guidance on data sources for and strategies to collect data on indicators of social risk factors that could be accounted for Medicare quality measurement and payment programs.", url = "https://nap.nationalacademies.org/catalog/23605/accounting-for-social-risk-factors-in-medicare-payment-data", year = 2016, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Marta Tienda and Faith Mitchell", title = "Multiple Origins, Uncertain Destinies: Hispanics and the American Future", isbn = "978-0-309-09667-6", abstract = "Given current demographic trends, nearly one in five U.S. residents will be\nof Hispanic origin by 2025. This major demographic shift and its implications\nfor both the United States and the growing Hispanic population make\nMultiple Origins, Uncertain Destinies a most timely book. This report from the\nNational Research Council describes how Hispanics are transforming the\ncountry as they disperse geographically. It considers their roles in schools, in\nthe labor market, in the health care system, and in U.S. politics.\n\nThe book looks carefully at the diverse populations encompassed by the\nterm \u201cHispanic,\u201d representing immigrants and their children and grandchildren\nfrom nearly two dozen Spanish-speaking countries. It describes the\ntrajectory of the younger generations and established residents, and it projects\nlong-term trends in population aging, social disparities, and social\nmobility that have shaped and will shape the Hispanic experience.", url = "https://nap.nationalacademies.org/catalog/11314/multiple-origins-uncertain-destinies-hispanics-and-the-american-future", year = 2006, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", title = "Review of the Draft NTP Monograph: Systematic Review of Fluoride Exposure and Neurodevelopmental and Cognitive Health Effects", isbn = "978-0-309-67316-7", abstract = "The National Toxicology Program (NTP) conducted a systematic review of the evidence of adverse neurodevelopmental and cognitive effects of fluoride exposure. NTP's conclusions are summarized in the monograph Systematic Review of Fluoride Exposure and Neurodevelopmental and Cognitive Health Effects.\nAt the request of NTP, a committee convened by the National Academies reviewed their monograph to ensure the integrity of that report. It is important to note that the committee was tasked with reviewing the monograph and focused its efforts on evaluating whether evidence as presented in the monograph supported NTP's conclusions. Thus, it did not conduct its own independent evaluation of the evidence, and it did not conduct a data audit. However, it did review some key literature to enable its review of the monograph. Review of the Draft NTP Monograph contains findings and suggestions for improvements and some overarching findings concerning methods, assessment of animal and human evidence, and NTP's hazard conclusion.", url = "https://nap.nationalacademies.org/catalog/25715/review-of-the-draft-ntp-monograph-systematic-review-of-fluoride", year = 2020, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", title = "Emergency Evacuation and Sheltering During the COVID-19 Pandemic", abstract = "Fundamental shifts in preparedness planning are needed to ensure health, safety, and smooth operations during emergencies in the context of the COVID-19 pandemic. To prepare for emergency events requiring evacuation, it is necessary to revise shelter planning and mass care operations, shelter staffing, and shelter design and operations with a focus on reducing virus transmission and ensuring safety. Developing effective public messaging is also critical during the pandemic and requires advance planning and familiarity with the needs and characteristics of the communities being served.\nThis rapid expert consultation details what is known from research on evacuation behavior, social responses to disaster, and risk communication, as well as lessons learned from emergency managers, public health departments, local officials, and human service providers, as the second year of the pandemic unfolds. It includes strategies for (1) evacuation plans, (2) sheltering operations, and (3) risk communication best practices for public officials confronting hazards and disasters.\nThe Societal Experts Action Network (SEAN) is an activity of the National Academies of Sciences, Engineering, and Medicine that is sponsored by the National Science Foundation. SEAN links researchers in the social, behavioral, and economic sciences with decision makers to respond to policy questions arising from the COVID-19 pandemic. This project is affiliated with the National Academies' Standing Committee on Emerging Infectious Diseases and 21st Century Health Threats.", url = "https://nap.nationalacademies.org/catalog/26084/emergency-evacuation-and-sheltering-during-the-covid-19-pandemic", year = 2021, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Richard A. Duschl and Heidi A. Schweingruber and Andrew W. Shouse", title = "Taking Science to School: Learning and Teaching Science in Grades K-8", isbn = "978-0-309-10205-6", abstract = "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:\n\n 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?\n What role does nonschool learning play in children's knowledge of science?\n How can science education capitalize on children's natural curiosity?\n What are the best tasks for books, lectures, and hands-on learning?\n How can teachers be taught to teach science?\n\nThe book also provides a detailed examination of how we know what we know about children's learning of science\u2014about the role of research and evidence. This book will be an essential resource for everyone involved in K-8 science education\u2014teachers, 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.", url = "https://nap.nationalacademies.org/catalog/11625/taking-science-to-school-learning-and-teaching-science-in-grades", year = 2007, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine and National Academies of Sciences, Engineering, and Medicine", title = "Accounting for Social Risk Factors in Medicare Payment: Identifying Social Risk Factors", isbn = "978-0-309-38124-6", abstract = "Recent health care payment reforms aim to improve the alignment of Medicare payment strategies with goals to improve the quality of care provided, patient experiences with health care, and health outcomes, while also controlling costs. These efforts move Medicare away from the volume-based payment of traditional fee-for-service models and toward value-based purchasing, in which cost control is an explicit goal in addition to clinical and quality goals. Specific payment strategies include pay-for-performance and other quality incentive programs that tie financial rewards and sanctions to the quality and efficiency of care provided and accountable care organizations in which health care providers are held accountable for both the quality and cost of the care they deliver.\nAccounting for Social Risk Factors in Medicare Payment: Identifying Social Risk Factors is the first in a series of five reports commissioned to provide input into whether socioeconomic status (SES) and other social risk factors could be accounted for in Medicare payment and quality programs. This report focuses on defining SES and other social factors for the purposes of application to Medicare quality measurement and payment programs.", url = "https://nap.nationalacademies.org/catalog/21858/accounting-for-social-risk-factors-in-medicare-payment-identifying-social", year = 2016, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine and National Academy of Sciences and National Academy of Engineering", title = "Careers in Science and Engineering: A Student Planning Guide to Grad School and Beyond", isbn = "978-0-309-05393-8", abstract = "As science and technology advance, the needs of employers change, and these changes continually reshape the job market for scientists and engineers. Such shifts present challenges for students as they struggle to make well-informed education and career choices. Careers in Science and Engineering offers guidance to students on planning careers\u2014particularly careers in nonacademic settings\u2014and acquiring the education necessary to attain career goals. This booklet is designed for graduate science and engineering students currently in or soon to graduate from a university, as well as undergraduates in their third or fourth year of study who are deciding whether or not to pursue graduate education. The content has been reviewed by a number of student focus groups and an advisory committee that included students and representatives of several disciplinary societies.\nCareers in Science and Engineering offers advice on not only surviving but also enjoying a science- or engineering-related education and career\u2014how to find out about possible careers to pursue, choose a graduate school, select a research project, work with advisers, balance breadth against specialization, obtain funding, evaluate postdoctoral appointments, build skills, and more. Throughout, Careers in Science and Engineering lists resources and suggests people to interview in order to gather the information and insights needed to make good education and career choices. The booklet also offers profiles of science and engineering professionals in a variety of careers. Careers in Science and Engineering will be important to undergraduate and graduate students who have decided to pursue a career in science and engineering or related areas. It will also be of interest to faculty, counselors, and education administrators.", url = "https://nap.nationalacademies.org/catalog/5129/careers-in-science-and-engineering-a-student-planning-guide-to", year = 1996, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Adam Gamoran and Kenne Dibner", title = "The Future of Education Research at IES: Advancing an Equity-Oriented Science", isbn = "978-0-309-27539-2", abstract = "In 2002 Congress passed the Education Sciences Reform Act of 2002 (ESRA), authorizing the creation of the Institute of Education Sciences (IES) as the research, evaluation, statistics, and assessment arm of the Department of Education, and crystallizing the federal government's commitment to providing national leadership in expanding fundamental knowledge and understanding of education from early childhood through postsecondary study. IES shares information on the condition and progress of education in the United States, including early childhood education and special education; educational practices that support learning and improve academic achievement and access to educational opportunities for all students; and the effectiveness of federal and other education programs.\nIn response to a request from the Institute of Education Sciences, this report provides guidance on the future of education research at the National Center for Education Research and the National Center for Special Education Research, two centers directed by IES. This report identifies critical problems and issues, new methods and approaches, and new and different kinds of research training investments. ", url = "https://nap.nationalacademies.org/catalog/26428/the-future-of-education-research-at-ies-advancing-an-equity", year = 2022, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academy of Sciences", editor = "Leo A. Orleans", title = "Chinese Students in America: Policies, Issues, and Numbers", isbn = "978-0-309-03886-7", abstract = "The shift in U.S.-China relations since normalization has resulted in a rapid influx of Chinese students and scholars studying at U.S. institutions. There is an urgent need among institutions and individuals working with the Chinese for firm data about the Chinese student population. Also needed is a better understanding of Chinese policies and practices on foreign study.\nChinese Students in America is the only comprehensive resource available today to fill these needs. Author Leo A. Orleans uses original Chinese resource materials to explore several overall issues\u2014such as China's concern about a \"brain drain\" as more Chinese students decide to stay in the United States. He explains why data on Chinese students in the United States are so elusive and presents an in-depth analysis of the best figures that are available.\nChinese Students in America will be of particular interest to policymakers, professors and administrators who work with Chinese students and scholars, specialists in education, international organizations, members of U.S.-China affiliations, and libraries, as well as Chinese students and scholars studying in America.", url = "https://nap.nationalacademies.org/catalog/743/chinese-students-in-america-policies-issues-and-numbers", year = 1988, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "M. Suzanne Donovan and James W. Pellegrino", title = "Learning and Instruction: A SERP Research Agenda", isbn = "978-0-309-09081-0", abstract = "The Strategic Education Research Partnership\n(SERP) is a bold, ambitious plan that proposes a\nrevolutionary program of education research and\ndevelopment. Its purpose is to construct a powerful\nknowledge base, derived from both research\nand practice, that will support the efforts of teachers,\nschool administrators, colleges of education,\nand policy officials\u2014with the ultimate goal of significantly\nimproving student learning. The proposals\nin this book have the potential to substantially\nimprove the knowledge base that supports teaching\nand learning by pursuing answers to questions\nat the core of teaching practices. It calls for the\nlinking of research and development, including\ninstructional programs, assessment tools, teacher\neducation programs, and materials. Best of all, the\nbook provides a solid framework for a program of\nresearch and development that will be genuinely\nuseful to classroom teachers.\n", url = "https://nap.nationalacademies.org/catalog/10858/learning-and-instruction-a-serp-research-agenda", year = 2004, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine", editor = "Harold W. Kohl III and Heather D. Cook", title = "Educating the Student Body: Taking Physical Activity and Physical Education to School", isbn = "978-0-309-28313-7", abstract = "Physical inactivity is a key determinant of health across the lifespan. A lack of activity increases the risk of heart disease, colon and breast cancer, diabetes mellitus, hypertension, osteoporosis, anxiety and depression and others diseases. Emerging literature has suggested that in terms of mortality, the global population health burden of physical inactivity approaches that of cigarette smoking. The prevalence and substantial disease risk associated with physical inactivity has been described as a pandemic.\nThe prevalence, health impact, and evidence of changeability all have resulted in calls for action to increase physical activity across the lifespan. In response to the need to find ways to make physical activity a health priority for youth, the Institute of Medicine's Committee on Physical Activity and Physical Education in the School Environment was formed. Its purpose was to review the current status of physical activity and physical education in the school environment, including before, during, and after school, and examine the influences of physical activity and physical education on the short and long term physical, cognitive and brain, and psychosocial health and development of children and adolescents.\nEducating the Student Body makes recommendations about approaches for strengthening and improving programs and policies for physical activity and physical education in the school environment. This report lays out a set of guiding principles to guide its work on these tasks. These included: recognizing the benefits of instilling life-long physical activity habits in children; the value of using systems thinking in improving physical activity and physical education in the school environment; the recognition of current disparities in opportunities and the need to achieve equity in physical activity and physical education; the importance of considering all types of school environments; the need to take into consideration the diversity of students as recommendations are developed.\nThis report will be of interest to local and national policymakers, school officials, teachers, and the education community, researchers, professional organizations, and parents interested in physical activity, physical education, and health for school-aged children and adolescents.", url = "https://nap.nationalacademies.org/catalog/18314/educating-the-student-body-taking-physical-activity-and-physical-education", year = 2013, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Michele Ver Ploeg and Edward Perrin", title = "Eliminating Health Disparities: Measurement and Data Needs", isbn = "978-0-309-09231-9", abstract = "Disparities in health and health care across racial, ethnic, and socioeconomic backgrounds in the United States are well documented. The reasons for these disparities are, however, not well understood. Current data available on race, ethnicity, SEP, and accumulation and language use are severely limited. The report examines data collection and reporting systems relating to the collection of data on race, ethnicity, and socioeconomic position and offers recommendations.", url = "https://nap.nationalacademies.org/catalog/10979/eliminating-health-disparities-measurement-and-data-needs", year = 2004, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", title = "Application of Systematic Review Methods in an Overall Strategy for Evaluating Low-Dose Toxicity from Endocrine Active Chemicals", isbn = "978-0-309-45862-7", abstract = "To safeguard public health, the US Environmental Protection Agency (EPA) must keep abreast of new scientific information and emerging technologies so that it can apply them to regulatory decision-making. For decades the agency has dealt with questions about what animal-testing data to use to make predictions about human health hazards, how to perform dose-response extrapolations, how to identify and protect susceptible subpopulations, and how to address uncertainties. As alternatives to traditional toxicity testing have emerged, the agency has been faced with additional questions about how to incorporate data from such tests into its chemical assessments and whether such tests can replace some traditional testing methods. \n\nEndocrine active chemicals (EACs) have raised concerns that traditional toxicity-testing protocols might be inadequate to identify all potential hazards to human health because they have the ability to modulate normal hormone function, and small alterations in hormone concentrations, particularly during sensitive life stages, can have lasting and significant effects. To address concerns about potential human health effects from EACs at low doses, this report develops a strategy to evaluate the evidence for such low-dose effects.", url = "https://nap.nationalacademies.org/catalog/24758/application-of-systematic-review-methods-in-an-overall-strategy-for-evaluating-low-dose-toxicity-from-endocrine-active-chemicals", year = 2017, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academy of Engineering and National Academies of Sciences, Engineering, and Medicine", title = "Building Capacity for Teaching Engineering in K-12 Education", isbn = "978-0-309-49942-2", abstract = "Engineering education is emerging as an important component of US K-12 education. Across the country, students in classrooms and after- and out-of-school programs are participating in hands-on, problem-focused learning activities using the engineering design process. These experiences can be engaging; support learning in other areas, such as science and mathematics; and provide a window into the important role of engineering in society. As the landscape of K-12 engineering education continues to grow and evolve, educators, administrators, and policy makers should consider the capacity of the US education system to meet current and anticipated needs for K-12 teachers of engineering.\nBuilding Capacity for Teaching Engineering in K-12 Education reviews existing curricula and programs as well as related research to understand current and anticipated future needs for engineering-literate K-12 educators in the United States and determine how these needs might be addressed. Key topics in this report include the preparation of K-12 engineering educators, professional pathways for K-12 engineering educators, and the role of higher education in preparing engineering educators. This report proposes steps that stakeholders - including professional development providers, postsecondary preservice education programs, postsecondary engineering and engineering technology programs, formal and informal educator credentialing organizations, and the education and learning sciences research communities - might take to increase the number, skill level, and confidence of K-12 teachers of engineering in the United States.", url = "https://nap.nationalacademies.org/catalog/25612/building-capacity-for-teaching-engineering-in-k-12-education", year = 2020, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP title = "A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD)", isbn = "978-0-309-16030-8", abstract = "A Data-Based Assessment of Research-Doctorate Programs in the United States provides an unparalleled dataset that can be used to assess the quality and effectiveness of doctoral programs based on measures important to faculty, students, administrators, funders, and other stakeholders. \n\nThe data, collected for the 2005-2006 academic year from more than 5,000 doctoral programs at 212 universities, covers 62 fields. Included for each program are such characteristics as faculty publications, grants, and awards; student GRE scores, financial support, and employment outcomes; and program size, time to degree, and faculty composition. Measures of faculty and student diversity are also included. \n\nThe book features analysis of selected findings across six broad fields: agricultural sciences, biological and health sciences, engineering, physical and mathematical sciences, social and behavioral sciences, and humanities, as well as a discussion of trends in doctoral education since the last assessment in 1995, and suggested uses of the data . It also includes a detailed explanation of the methodology used to collect data and calculate ranges of illustrative rankings. \n\nIncluded with the book is a comprehensive CD-ROM with a data table in Microsoft Excel. In addition to data on the characteristics of individual programs, the data table contains illustrative ranges of rankings for each program, as well as ranges of rankings for three dimensions of program quality: (1) research activity, (2) student support and outcomes, and (3) diversity of the academic environment. \n\nAs an aid to users, the data table is offered with demonstrations of some Microsoft Excel features that may enhance the usability of the spreadsheet, such as hiding and unhiding columns, copying and pasting columns to a new worksheet, and filtering and sorting data. Also provided with the data table are a set of scenarios that show how typical users may want to extract data from the spreadsheet. \n\nPhDs.org, an independent website not affiliated with the National Research Council, incorporated data from the research-doctorate assessment into its Graduate School Guide. Users of the Guide can choose the weights assigned to the program characteristics measured by the National Research Council and others, and rank graduate programs according to their own priorities.", url = "https://nap.nationalacademies.org/catalog/12994/a-data-based-assessment-of-research-doctorate-programs-in-the-united-states-with-cd", year = 2011, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "Issues for Science and Engineering Researchers in the Digital Age", isbn = "978-0-309-07417-9", url = "https://nap.nationalacademies.org/catalog/10100/issues-for-science-and-engineering-researchers-in-the-digital-age", year = 2001, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academy of Sciences", title = "Science and Creationism: A View from the National Academy of Sciences, Second Edition", abstract = "While the mechanisms of evolution are still under investigation, scientists universally accept that the cosmos, our planet, and life evolved and continue to evolve. Yet the teaching of evolution to schoolchildren is still contentious.\nIn Science and Creationism, The National Academy of Sciences states unequivocally that creationism has no place in any science curriculum at any level.\nBriefly and clearly, this booklet explores the nature of science, reviews the evidence for the origin of the universe and earth, and explains the current scientific understanding of biological evolution. This edition includes new insights from astronomy and molecular biology.\nAttractive in presentation and authoritative in content, Science and Creationism will be useful to anyone concerned about America's scientific literacy: education policymakers, school boards and administrators, curriculum designers, librarians, teachers, parents, and students.", url = "https://nap.nationalacademies.org/catalog/6024/science-and-creationism-a-view-from-the-national-academy-of", year = 1999, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "Inquiry and the National Science Education Standards: A Guide for Teaching and Learning", isbn = "978-0-309-06476-7", abstract = "Humans, especially children, are naturally curious. Yet, people often balk at the thought of learning science\u2014the \"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.\nInquiry and the National Science Education Standards is the book that educators have been waiting for\u2014a 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.\"\n\n\"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.\nThis 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.\nThe 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.\nTurning 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.", url = "https://nap.nationalacademies.org/catalog/9596/inquiry-and-the-national-science-education-standards-a-guide-for", year = 2000, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "Interim Report of a Review of the Next Generation Air Transportation System Enterprise Architecture, Software, Safety, and Human Factors", isbn = "978-0-309-29834-6", abstract = "The Next Generation Air Transportation System (NextGen) is an effort begun in 2003 whose goals include improving the capacity, efficiency, and safety of the U.S. air transportation system and also enabling reduction in noise, pollution, and energy use. The Federal Aviation Administration and various stakeholders, including equipment providers, airlines, and contractors, are currently implementing both near-term and midterm capabilities of this effort. Interim Report of a Review of the Next Generation Air Transportation System Enterprise Architecture, Software, Safety, and Human Factors is part of a larger project to examine NextGen's enterprise architecture and related issues. This interim report provides an initial assessment focusing on challenges of system architecture for software-intensive systems.", url = "https://nap.nationalacademies.org/catalog/18618/interim-report-of-a-review-of-the-next-generation-air-transportation-system-enterprise-architecture-software-safety-and-human-factors", year = 2014, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", title = "How People Learn II: Learners, Contexts, and Cultures", isbn = "978-0-309-45964-8", abstract = "There are many reasons to be curious about the way people learn, and the past several decades have seen an explosion of research that has important implications for individual learning, schooling, workforce training, and policy.\nIn 2000, How People Learn: Brain, Mind, Experience, and School: Expanded Edition was published and its influence has been wide and deep. The report summarized insights on the nature of learning in school-aged children; described principles for the design of effective learning environments; and provided examples of how that could be implemented in the classroom.\nSince then, researchers have continued to investigate the nature of learning and have generated new findings related to the neurological processes involved in learning, individual and cultural variability related to learning, and educational technologies. In addition to expanding scientific understanding of the mechanisms of learning and how the brain adapts throughout the lifespan, there have been important discoveries about influences on learning, particularly sociocultural factors and the structure of learning environments.\nHow People Learn II: Learners, Contexts, and Cultures provides a much-needed update incorporating insights gained from this research over the past decade. The book expands on the foundation laid out in the 2000 report and takes an in-depth look at the constellation of influences that affect individual learning. How People Learn II will become an indispensable resource to understand learning throughout the lifespan for educators of students and adults.", url = "https://nap.nationalacademies.org/catalog/24783/how-people-learn-ii-learners-contexts-and-cultures", year = 2018, publisher = "The National Academies Press", address = "Washington, DC" }