@BOOK{NAP author = "National Research Council", editor = "Beryl Lieff Benderly and Lois Peterson Kent", title = "Building Infrastructure for International Collaborative Research in the Social and Behavioral Sciences: Summary of a Workshop", isbn = "978-0-309-31345-2", abstract = "In recent years, as science becomes increasingly international and collaborative, the importance of projects that involve research teams and research subjects from different countries has grown markedly. Such teams often cross disciplinary, cultural, geographic and linguistic borders as well as national ones. Successfully planning and carrying out such efforts can result in substantial advantages for both science and scientists. The participating researchers, however, also face significant intellectual, bureaucratic, organizational and interpersonal challenges.\nBuilding Infrastructure for International Collaborative Research in the Social and Behavioral Sciences is the summary of a workshop convened by the National Research Council's Committee on International Collaborations in Social and Behavioral Sciences in September 2013 to identify ways to reduce impediments and to increase access to cross-national research collaborations among a broad range of American scholars in the behavioral and social sciences (and education), especially early career scholars. Over the course of two and a half days, individuals from universities and federal agencies, professional organizations, and other parties with interests in international collaboration in the behavior and social sciences and education made presentations and participated in discussions. They came from diverse fields including cognitive psychology, developmental psychology, comparative education, educational anthropology, sociology, organizational psychology, the health sciences, international development studies, higher education administration, and international exchange.", url = "https://nap.nationalacademies.org/catalog/18970/building-infrastructure-for-international-collaborative-research-in-the-social-and-behavioral-sciences", year = 2014, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Melissa Welch-Ross", title = "Language Diversity, School Learning, and Closing Achievement Gaps: A Workshop Summary", isbn = "978-0-309-15386-7", abstract = "The Workshop on the Role of Language in School Learning: Implications for Closing the Achievement Gap was held to explore three questions: What is known about the conditions that affect language development? What are the effects of early language development on school achievement? What instructional approaches help students meet school demands for language and reading comprehension? Of particular interest was the degree to which group differences in school achievement might be attributed to language differences, and whether language-related instruction might help to close gaps in achievement by helping students cope with language-intensive subject matter especially after the 3rd grade. \n\nThe workshop provided a forum for researchers and practitioners to review and discuss relevant research findings from varied perspectives. The disciplines and professions represented included: language development, child development, cognitive psychology, linguistics, reading, educationally disadvantaged student populations, literacy in content areas (math, science, social studies), and teacher education. The aim of the meeting was not to reach consensus or provide recommendations, but rather to offer expert insight into the issues that surround the study of language, academic learning, and achievement gaps, and to gather varied viewpoints on what available research findings might imply for future research and practice. This book summarizes and synthesizes two days of workshop presentations and discussion.", url = "https://nap.nationalacademies.org/catalog/12907/language-diversity-school-learning-and-closing-achievement-gaps-a-workshop", year = 2010, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine", editor = "Geoffrey Evans and Ann Bostrom and Richard B. Johnston and Barbara Loe Fisher and Michael A. Stoto", title = "Risk Communication and Vaccination: Workshop Summary", isbn = "978-0-309-05790-5", url = "https://nap.nationalacademies.org/catalog/5861/risk-communication-and-vaccination-workshop-summary", year = 1997, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Lisa Towne and Richard J. Shavelson and Michael J. Feuer", title = "Science, Evidence, and Inference in Education: Report of a Workshop", isbn = "978-0-309-07570-1", abstract = "Research on education has come into the political spotlight as the demand grows for reliable and credible information for the guidance of policy and practice in the education reform environment. Many debates among the education research community feature questions concerning the nature of evidence and these questions have also appeared in broader policy and practice arenas. Inquiry has generally, over the past years, created bodies of scientific knowledge that have profound implications for education. Dramatic advances in understanding how people learn, how young children acquire early reading skills, and how to design and evaluate educational and psychological measurements is a good example of this. However, the highly contextualized nature of education and the wide range of disciplinary perspectives that rely on it have made the identification of reducible, generalizable principles difficult and slow to achieve.\nDue to this, the U.S. Department of Education's National Educational Research Policy and Priorities Board (NERPPB) has asked the NRC to establish a study committee to consider the scientific underpinnings of research in education. The committee consists of members with expertise in statistics, psychology, sociology, anthropology, philosophy of science, history of education, economics, chemistry, biology, and education practice. The committee worked with the three questions in mind: What are the principles of scientific quality in education research?, How can research-based knowledge in education cumulate?, and How can a federal research agency promote and protect scientific quality in the education research it supports?.\nA workshop was held on March 7-8, 2001 that was organized into three main sessions: Supporting Scientific Quality at the Federal level, The Interface of Research and Practice in Education, and Evidence and Inference. Science, Evidence, and Inference in Education: Report of a Workshop summarizes this workshop through these three ideas. The report also includes what the committee plans to do next, the workshop agenda, and information on the workshop's participants and speakers. \n ", url = "https://nap.nationalacademies.org/catalog/10121/science-evidence-and-inference-in-education-report-of-a-workshop", year = 2001, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "Methods for Designing Software to Fit Human Needs and Capabilities: Proceedings of the Workshop on Software Human Factors", isbn = "978-0-309-07781-1", url = "https://nap.nationalacademies.org/catalog/918/methods-for-designing-software-to-fit-human-needs-and-capabilities", year = 1985, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Julie Anne Schuck", title = "Personnel Selection in the Pattern Evidence Domain of Forensic Science: Proceedings of a Workshop", isbn = "978-0-309-45140-6", abstract = "In July 2016 The National Academies of Sciences, Engineering, and Medicine convened a workshop with the goal of bringing together industrial and organizational (I-O) psychologists, experts on personnel selection and testing, forensic scientists, and other researchers whose work has a nexus with workforce needs in the forensic science field with a focus on pattern evidence. Participants reviewed the current status of selection and training of forensic scientists who specialize in pattern evidence and discussed how tools used in I-O psychology to understand elements of a task and measure aptitude and performance could address challenges in the pattern evidence domain of the forensic sciences. This publication summarizes the presentations and discussions from the workshop.", url = "https://nap.nationalacademies.org/catalog/23681/personnel-selection-in-the-pattern-evidence-domain-of-forensic-science", year = 2017, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Lisa Bain and Sheena M. Posey Norris and Clare Stroud", title = "Evolving the Culture of Science and Training in Neuroscience to Meet a Changing World: Proceedings of a Workshop–in Brief", abstract = "Recent events, including the COVID-19 pandemic and the collective awakening around issues related to racial justice, diversity, and inclusion, have underscored the challenges facing neuroscience and neuroscience training. To address these challenges, the Forum on Neuroscience and Nervous System Disorders of the National Academies of Sciences, Engineering, and Medicine convened a series of virtual workshops on neuroscience training with the goal of reconsidering how we think about neuroscience training in a rapidly changing world. On February 22, 2021, the fifth and final workshop in this series, titled Evolving the Culture of Science and Training in Neuroscience to Meet a Changing World, brought together stakeholders from across the neuroscience ecosystem to discuss how the culture of science and scientific training can become more inclusive, balanced, and adaptive to changing times. This final workshop expanded on many issues raised in previous workshops, including the importance of mental health and well-being in academic research; how to resist the legacy of white supremacy and support diversity in academia; and how to redefine what success means for neuroscientists in both academic and non-academic settings. This publication summarizes the discussions that occurred at the workshop.", url = "https://nap.nationalacademies.org/catalog/26176/evolving-the-culture-of-science-and-training-in-neuroscience-to-meet-a-changing-world", year = 2021, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine and National Research Council", editor = "Nancy Mathiowetz and Gooloo S. Wunderlich", title = "Survey Measurement of Work Disability: Summary of a Workshop", isbn = "978-0-309-06899-4", abstract = "The Social Security Administration (SSA) is engaged in redesigning its disability determination process for providing cash benefits and medical assistance to blind and disabled persons under the Social Security Disability Insurance (SSDI) program and the Supplemental Security Income (SSI) program (Title II and Title XVI of the Social Security Act). The agency has undertaken a multiyear research effort to develop and test the feasibility, validity, reliability, and practicality of the redesigned disability determination process before making any decision about its national implementation.\nSurvey Measurement of Work Disability reviews and provides advice on this research. One of the major areas for review is the ongoing independent, scientific review of the scope of work, design, and content of the Disability Evaluation Study (DES) and the conduct of the study by the chosen survey contractor. This report identifies statistical design, methodological, and content concerns and addresses other issues as they arise.", url = "https://nap.nationalacademies.org/catalog/9787/survey-measurement-of-work-disability-summary-of-a-workshop", year = 2000, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "John V. Pepper and Carol V. Petrie", title = "Measurement Problems in Criminal Justice Research: Workshop Summary", isbn = "978-0-309-08635-6", abstract = "Most major crime in this country emanates from two major data sources. The FBI\u2019s Uniform Crime Reports has collected information on crimes known to the police and arrests from local and state jurisdictions throughout the country. The National Crime Victimization Survey, a general population survey designed to cover the extent, nature, and consequences of criminal victimization, has been conducted annually since the early1970s. This workshop was designed to consider similarities and differences in the methodological problems encountered by the survey and criminal justice research communities and what might be the best focus for the research community. In addition to comparing and contrasting the methodological issues associated with self-report surveys and official records, the workshop explored methods for obtaining accurate self-reports on sensitive questions about crime events, estimating crime and victimization in rural counties and townships and developing unbiased prevalence and incidence rates for rate events among population subgroups.\n", url = "https://nap.nationalacademies.org/catalog/10581/measurement-problems-in-criminal-justice-research-workshop-summary", year = 2003, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Tal Oron-Gilad", title = "Interfaces for Ground and Air Military Robots: Workshop Summary", isbn = "978-0-309-09606-5", abstract = "In the early years of robotics and automated vehicles, the fight was against nature and not against a manifestly intelligent opponent. In military environments, however, where prediction and anticipation are complicated by the existence of an intelligent adversary, it is essential to retain human operators in the control loop. Future combat systems will require operators to control and monitor aerial and ground robotic systems and to act as part of larger teams coordinating diverse robotic systems over multiple echelons. The National Research Council organized a workshop to identify the most important human-related research and design issues from both the engineering and human factors perspectives, and develop a list of fruitful research directions. Interfaces for Ground and Air Military Robots summarizes the presentations and discussions from this workshop. ", url = "https://nap.nationalacademies.org/catalog/11251/interfaces-for-ground-and-air-military-robots-workshop-summary", year = 2005, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine", editor = "Erin Hammers", title = "Innovations in Service Delivery in the Age of Genomics: Workshop Summary", isbn = "978-0-309-13214-5", abstract = "New discoveries in genomics--that is, the study of the entire human genome--are changing how we diagnose and treat diseases. As the trend shifts from genetic testing largely being undertaken for rare genetic disorders to, increasingly, individuals being screened for common diseases, general practitioners, pediatricians, obstetricians\/gynecologists, and other providers need to be knowledgeable about and comfortable using genetic information to improve their patients' health. To address these changes, the Roundtable on Translating Genomic-Based Research for Health held the public workshop \"Innovations in Service Delivery in the Age of Genomics\" on July 27, 2008.", url = "https://nap.nationalacademies.org/catalog/12601/innovations-in-service-delivery-in-the-age-of-genomics-workshop", 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 = "Workforce Development and Intelligence Analysis for National Security Purposes: Proceedings of a Workshop", isbn = "978-0-309-47629-4", abstract = "Beginning in October 2017, the National Academies of Sciences, Engineering, and Medicine organized a set of workshops designed to gather information for the Decadal Survey of Social and Behavioral Sciences for Applications to National Security. The fifth workshop focused on workforce development and intelligence analysis, and this publication summarizes the presentations and discussions from this workshop.", url = "https://nap.nationalacademies.org/catalog/25117/workforce-development-and-intelligence-analysis-for-national-security-purposes-proceedings", year = 2018, 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 = "Robert Pool", title = "Field Evaluation in the Intelligence and Counterintelligence Context: Workshop Summary", isbn = "978-0-309-15016-3", abstract = "On September 22-23, 2009, the National Research Council held a workshop on the field evaluation of behavioral and cognitive sciences\u2014based methods and tools for use in the areas of intelligence and counterintelligence. Broadly speaking, the purpose of the workshop was to discuss the best ways to take methods and tools from behavioral science and apply them to work in intelligence operations. More specifically, the workshop focused on the issue of field evaluation\u2014the testing of these methods and tools in the context in which they will be used in order to determine if they are effective in real-world settings. \n\nThis book is a summary and synthesis of the two days of presentations and discussions that took place during the workshop. The workshop participants included invited speakers and experts from a number of areas related to the behavioral sciences and the intelligence community. The discussions covered such ground as the obstacles to field evaluation of behavioral science tools and methods, the importance of field evaluation, and various lessons learned from experience with field evaluation in other areas.", url = "https://nap.nationalacademies.org/catalog/12854/field-evaluation-in-the-intelligence-and-counterintelligence-context-workshop-summary", year = 2010, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Margaret Hilton", title = "Enhancing Undergraduate Learning with Information Technology: A Workshop Summary", isbn = "978-0-309-08278-5", abstract = "Enhancing Undergraduate Learning with Information Technology reports on a meeting of scientists, policy makers, and researchers convened to discuss new approaches to undergraduate science, mathematics, and technology education. \nThe goal of the workshop was to inform workshop participants and the public about issues surrounding the use of information technology in education. To reach this goal, the workshop participants paid particular attention to the following issues: What educational technologies currently exist and how they are being used to transform undergraduate science, engineering, mathematics, and technology education; What is known about the potential future impact of information technology on teaching and learning at the undergraduate level; How to evaluate the impact of information technology on teaching and learning; and What the future might hold.\n", url = "https://nap.nationalacademies.org/catalog/10270/enhancing-undergraduate-learning-with-information-technology-a-workshop-summary", year = 2002, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Judith Anderson Koenig", title = "Assessing 21st Century Skills: Summary of a Workshop", isbn = "978-0-309-21790-3", abstract = "The routine jobs of yesterday are being replaced by technology and\/or shipped off-shore. In their place, job categories that require knowledge management, abstract reasoning, and personal services seem to be growing. The modern workplace requires workers to have broad cognitive and affective skills. Often referred to as \"21st century skills,\" these skills include being able to solve complex problems, to think critically about tasks, to effectively communicate with people from a variety of different cultures and using a variety of different techniques, to work in collaboration with others, to adapt to rapidly changing environments and conditions for performing tasks, to effectively manage one's work, and to acquire new skills and information on one's own.\nThe National Research Council (NRC) has convened two prior workshops on the topic of 21st century skills. The first, held in 2007, was designed to examine research on the skills required for the 21st century workplace and the extent to which they are meaningfully different from earlier eras and require corresponding changes in educational experiences. The second workshop, held in 2009, was designed to explore demand for these types of skills, consider intersections between science education reform goals and 21st century skills, examine models of high-quality science instruction that may develop the skills, and consider science teacher readiness for 21st century skills. The third workshop was intended to delve more deeply into the topic of assessment. The goal for this workshop was to capitalize on the prior efforts and explore strategies for assessing the five skills identified earlier. The Committee on the Assessment of 21st Century Skills was asked to organize a workshop that reviewed the assessments and related research for each of the five skills identified at the previous workshops, with special attention to recent developments in technology-enabled assessment of critical thinking and problem-solving skills. In designing the workshop, the committee collapsed the five skills into three broad clusters as shown below:\n\n Cognitive skills: nonroutine problem solving, critical thinking, systems thinking\n Interpersonal skills: complex communication, social skills, team-work, cultural sensitivity, dealing with diversity\n Intrapersonal skills: self-management, time management, self-development, self-regulation, adaptability, executive functioning\n\nAssessing 21st Century Skills provides an integrated summary of the presentations and discussions from both parts of the third workshop.", url = "https://nap.nationalacademies.org/catalog/13215/assessing-21st-century-skills-summary-of-a-workshop", year = 2011, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Roy Pea and William A. Wulf and Stuart W. Elliott and Martha A. Darling", title = "Planning for Two Transformations in Education and Learning Technology: Report of a Workshop", isbn = "978-0-309-08954-8", abstract = "In response to concerns about the continued unrealized potential of IT in K-12 education, the National Research Council\u2019s Division of Behavioral and Social Sciences and Education, Center for Education (CFE), Board on Behavioral, Cognitive, and Sensory Sciences (BBCSS), and Computer Science and Telecommunications Board (CSTB) undertook a collaborative project to help the IT, education research, and practitioner communities work together to find ways of improving the use of IT in K-12 education for the benefit of all students.", url = "https://nap.nationalacademies.org/catalog/10789/planning-for-two-transformations-in-education-and-learning-technology-report", year = 2003, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP title = "Soviet Social Science: The Challenge for the American Academic Community, Summary of a Meeting", url = "https://nap.nationalacademies.org/catalog/10460/soviet-social-science-the-challenge-for-the-american-academic-community", year = 1990, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "Soviet Social Science: The Challenge for the American Academic Community: Summary of a Meeting", abstract = "Recognition of the economic, social, and political problems facing the Soviet Union has awakened the Soviet leadership to the need for social scientific analysis to help formulate new policies. Glasnost and perestroika have also created the opportunity to reform and restructure disciplines and to build capabilities for basic research. Significant reorganization within the Soviet Academy of Sciences (ASUSSR) and other parts of the academic establishment is under way. All of these changes have made the Soviets unusually open to contacts with Western social and behavioral scientists. Dozens of new joint programs in all fields have begun or are under discussion. The opportunities are too great for any single American organization or institution to handle. Although significant roles are available for many participants, there is also the risk of duplicating effort and straining limited resources.\nThe Commission on Behavioral and Social Sciences and Education (CBASSE) of the National Research Council believed there was a genuine need to bring together scholars and representatives of funding organizations and professional associations to exchange information and to think strategically about how the American social science community can best respond to the opportunities. With support from the Alfred P. Sloan Foundation, the commission sponsored a meeting on August 24-25, 1989 for these purposes. Soviet Social Science: The Challenge for the American Academic Community is the summary of that meeting. This report offers interested individuals and organizations a sense of the thinking of a diverse group of informed people about the possible roles of American social and behavioral science vis-a-vis the ongoing changes in Soviet social science, as of the meeting date.", url = "https://nap.nationalacademies.org/catalog/18415/soviet-social-science-the-challenge-for-the-american-academic-community", year = 1990, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "Disrupting Improvised Explosive Device Terror Campaigns: Basic Research Opportunities: A Workshop Report", isbn = "978-0-309-12420-1", abstract = "Countering the threat of improvised explosive devices (IED)s is a challenging, multilayered problem. The IED itself is just the most publicly visible part of an underlying campaign of violence, the IED threat chain. Improving the technical ability to detect the device is a primary objective, but understanding of the goals of the adversary; its sources of materiel, personnel, and money; the sociopolitical environment in which it operates; and other factors, such as the cultural mores that it must observe or override for support, may also be critical for impeding or halting the effective use of IEDs.\nDisrupting Improvised Explosive Device Terror Campaigns focuses on the human dimension of terror campaigns and also on improving the ability to predict these activities using collected and interpreted data from a variety of sources. \nA follow-up to the 2007 book, Countering the Threat of Improvised Explosive Devices: Basic Research Opportunities, this book summarizes two workshops held in 2008. \n", url = "https://nap.nationalacademies.org/catalog/12437/disrupting-improvised-explosive-device-terror-campaigns-basic-research-opportunities-a", year = 2008, publisher = "The National Academies Press", address = "Washington, DC" }