%0 Book %A National Academies of Sciences, Engineering, and Medicine %E Davis, Elizabeth A. %E Stephens, Amy %T Science and Engineering in Preschool Through Elementary Grades: The Brilliance of Children and the Strengths of Educators %@ 978-0-309-68417-0 %D 2022 %U https://nap.nationalacademies.org/catalog/26215/science-and-engineering-in-preschool-through-elementary-grades-the-brilliance %> https://nap.nationalacademies.org/catalog/26215/science-and-engineering-in-preschool-through-elementary-grades-the-brilliance %I The National Academies Press %C Washington, DC %G English %K Education %P 285 %X 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. %0 Book %A National Research Council %E Pellegrino, James W. %E Hilton, Margaret L. %T Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century %@ 978-0-309-25649-0 %D 2012 %U https://nap.nationalacademies.org/catalog/13398/education-for-life-and-work-developing-transferable-knowledge-and-skills %> https://nap.nationalacademies.org/catalog/13398/education-for-life-and-work-developing-transferable-knowledge-and-skills %I The National Academies Press %C Washington, DC %G English %K Education %P 256 %X Americans have long recognized that investments in public education contribute to the common good, enhancing national prosperity and supporting stable families, neighborhoods, and communities. Education is even more critical today, in the face of economic, environmental, and social challenges. Today's children can meet future challenges if their schooling and informal learning activities prepare them for adult roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects. At the same time, business and political leaders are increasingly asking schools to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management - often referred to as "21st century skills." Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century describes this important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments. This report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century summarizes the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education. In this report, features related to learning these skills are identified, which include teacher professional development, curriculum, assessment, after-school and out-of-school programs, and informal learning centers such as exhibits and museums. %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Francis, David %E Stephens, Amy %T English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives %@ 978-0-309-47908-0 %D 2018 %U https://nap.nationalacademies.org/catalog/25182/english-learners-in-stem-subjects-transforming-classrooms-schools-and-lives %> https://nap.nationalacademies.org/catalog/25182/english-learners-in-stem-subjects-transforming-classrooms-schools-and-lives %I The National Academies Press %C Washington, DC %G English %K Education %P 342 %X The imperative that all students, including English learners (ELs), achieve high academic standards and have opportunities to participate in science, technology, engineering, and mathematics (STEM) learning has become even more urgent and complex given shifts in science and mathematics standards. As a group, these students are underrepresented in STEM fields in college and in the workforce at a time when the demand for workers and professionals in STEM fields is unmet and increasing. However, English learners bring a wealth of resources to STEM learning, including knowledge and interest in STEM-related content that is born out of their experiences in their homes and communities, home languages, variation in discourse practices, and, in some cases, experiences with schooling in other countries. English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives examines the research on ELs' learning, teaching, and assessment in STEM subjects and provides guidance on how to improve learning outcomes in STEM for these students. This report considers the complex social and academic use of language delineated in the new mathematics and science standards, the diversity of the population of ELs, and the integration of English as a second language instruction with core instructional programs in STEM. %0 Book %A National Research Council %T Successful K-12 STEM Education: Identifying Effective Approaches in Science, Technology, Engineering, and Mathematics %@ 978-0-309-21296-0 %D 2011 %U https://nap.nationalacademies.org/catalog/13158/successful-k-12-stem-education-identifying-effective-approaches-in-science %> https://nap.nationalacademies.org/catalog/13158/successful-k-12-stem-education-identifying-effective-approaches-in-science %I The National Academies Press %C Washington, DC %G English %K Education %K Engineering and Technology %P 44 %X Science, technology, engineering, and mathematics (STEM) are cultural achievements that reflect our humanity, power our economy, and constitute fundamental aspects of our lives as citizens, consumers, parents, and members of the workforce. Providing all students with access to quality education in the STEM disciplines is important to our nation's competitiveness. However, it is challenging to identify the most successful schools and approaches in the STEM disciplines because success is defined in many ways and can occur in many different types of schools and settings. In addition, it is difficult to determine whether the success of a school's students is caused by actions the school takes or simply related to the population of students in the school. Successful K-12 STEM Education defines a framework for understanding "success" in K-12 STEM education. The book focuses its analysis on the science and mathematics parts of STEM and outlines criteria for identifying effective STEM schools and programs. Because a school's success should be defined by and measured relative to its goals, the book identifies three important goals that share certain elements, including learning STEM content and practices, developing positive dispositions toward STEM, and preparing students to be lifelong learners. A successful STEM program would increase the number of students who ultimately pursue advanced degrees and careers in STEM fields, enhance the STEM-capable workforce, and boost STEM literacy for all students. It is also critical to broaden the participation of women and minorities in STEM fields. Successful K-12 STEM Education examines the vast landscape of K-12 STEM education by considering different school models, highlighting research on effective STEM education practices, and identifying some conditions that promote and limit school- and student-level success in STEM. The book also looks at where further work is needed to develop appropriate data sources. The book will serve as a guide to policy makers; decision makers at the school and district levels; local, state, and federal government agencies; curriculum developers; educators; and parent and education advocacy groups. %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Honey, Margaret %E Schweingruber, Heidi %E Brenner, Kerry %E Gonring, Phil %T Call to Action for Science Education: Building Opportunity for the Future %@ 978-0-309-47701-7 %D 2021 %U https://nap.nationalacademies.org/catalog/26152/call-to-action-for-science-education-building-opportunity-for-the %> https://nap.nationalacademies.org/catalog/26152/call-to-action-for-science-education-building-opportunity-for-the %I The National Academies Press %C Washington, DC %G English %K Education %P 76 %X Scientific thinking and understanding are essential for all people navigating the world, not just for scientists and other science, technology, engineering and mathematics (STEM) professionals. Knowledge of science and the practice of scientific thinking are essential components of a fully functioning democracy. Science is also crucial for the future STEM workforce and the pursuit of living wage jobs. Yet, science education is not the national priority it needs to be, and states and local communities are not yet delivering high quality, rigorous learning experiences in equal measure to all students from elementary school through higher education. Call to Action for Science Education: Building Opportunity for the Future articulates a vision for high quality science education, describes the gaps in opportunity that currently exist for many students, and outlines key priorities that need to be addressed in order to advance better, more equitable science education across grades K-16. This report makes recommendations for state and federal policy makers on ways to support equitable, productive pathways for all students to thrive and have opportunities to pursue careers that build on scientific skills and concepts. Call to Action for Science Education challenges the policy-making community at state and federal levels to acknowledge the importance of science, make science education a core national priority, and empower and give local communities the resources they must have to deliver a better, more equitable science education. %0 Book %A National Research Council %T Monitoring Progress Toward Successful K-12 STEM Education: A Nation Advancing? %@ 978-0-309-26481-5 %D 2013 %U https://nap.nationalacademies.org/catalog/13509/monitoring-progress-toward-successful-k-12-stem-education-a-nation %> https://nap.nationalacademies.org/catalog/13509/monitoring-progress-toward-successful-k-12-stem-education-a-nation %I The National Academies Press %C Washington, DC %G English %K Education %K Behavioral and Social Sciences %K Surveys and Statistics %P 64 %X Following a 2011 report by the National Research Council (NRC) on successful K-12 education in science, technology, engineering, and mathematics (STEM), Congress asked the National Science Foundation to identify methods for tracking progress toward the report's recommendations. In response, the NRC convened the Committee on an Evaluation Framework for Successful K-12 STEM Education to take on this assignment. The committee developed 14 indicators linked to the 2011 report's recommendations. By providing a focused set of key indicators related to students' access to quality learning, educator's capacity, and policy and funding initiatives in STEM, the committee addresses the need for research and data that can be used to monitor progress in K-12 STEM education and make informed decisions about improving it. The recommended indicators provide a framework for Congress and relevant deferral agencies to create and implement a national-level monitoring and reporting system that: assesses progress toward key improvements recommended by a previous National Research Council (2011) committee; measures student knowledge, interest, and participation in the STEM disciplines and STEM-related activities; tracks financial, human capital, and material investments in K-12 STEM education at the federal, state, and local levels; provides information about the capabilities of the STEM education workforce, including teachers and principals; and facilitates strategic planning for federal investments in STEM education and workforce development when used with labor force projections. All 14 indicators explained in this report are intended to form the core of this system. Monitoring Progress Toward Successful K-12 STEM Education: A Nation Advancing? summarizes the 14 indicators and tracks progress towards the initial report's recommendations. %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Kober, Nancy %E Carlone, Heidi %E Davis, Elizabeth A. %E Dominguez, Ximena %E Manz, Eve %E Zembal-Saul, Carla %E Stephens, Amy %E Schweingruber, Heidi %T Rise and Thrive with Science: Teaching PK-5 Science and Engineering %@ 978-0-309-69821-4 %D 2023 %U https://nap.nationalacademies.org/catalog/26853/rise-and-thrive-with-science-teaching-pk-5-science-and %> https://nap.nationalacademies.org/catalog/26853/rise-and-thrive-with-science-teaching-pk-5-science-and %I The National Academies Press %C Washington, DC %G English %K Education %P 222 %X 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. %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Beatty, Alexandra %E Schweingruber, Heidi %T Seeing Students Learn Science: Integrating Assessment and Instruction in the Classroom %@ 978-0-309-44432-3 %D 2017 %U https://nap.nationalacademies.org/catalog/23548/seeing-students-learn-science-integrating-assessment-and-instruction-in-the %> https://nap.nationalacademies.org/catalog/23548/seeing-students-learn-science-integrating-assessment-and-instruction-in-the %I The National Academies Press %C Washington, DC %G English %K Education %P 136 %X Science educators in the United States are adapting to a new vision of how students learn science. Children are natural explorers and their observations and intuitions about the world around them are the foundation for science learning. Unfortunately, the way science has been taught in the United States has not always taken advantage of those attributes. Some students who successfully complete their K–12 science classes have not really had the chance to "do" science for themselves in ways that harness their natural curiosity and understanding of the world around them. The introduction of the Next Generation Science Standards led many states, schools, and districts to change curricula, instruction, and professional development to align with the standards. Therefore existing assessments—whatever their purpose—cannot be used to measure the full range of activities and interactions happening in science classrooms that have adapted to these ideas because they were not designed to do so. Seeing Students Learn Science is meant to help educators improve their understanding of how students learn science and guide the adaptation of their instruction and approach to assessment. It includes examples of innovative assessment formats, ways to embed assessments in engaging classroom activities, and ideas for interpreting and using novel kinds of assessment information. It provides ideas and questions educators can use to reflect on what they can adapt right away and what they can work toward more gradually. %0 Book %A National Research Council %E Michaels, Sarah %E Shouse, Andrew W. %E Schweingruber, Heidi A. %T Ready, Set, SCIENCE!: Putting Research to Work in K-8 Science Classrooms %@ 978-0-309-10614-6 %D 2008 %U https://nap.nationalacademies.org/catalog/11882/ready-set-science-putting-research-to-work-in-k-8 %> https://nap.nationalacademies.org/catalog/11882/ready-set-science-putting-research-to-work-in-k-8 %I The National Academies Press %C Washington, DC %G English %K Education %P 220 %X What types of instructional experiences help K-8 students learn science with understanding? What do science educators, teachers, teacher leaders, science specialists, professional development staff, curriculum designers, and school administrators need to know to create and support such experiences? Ready, Set, Science! guides the way with an account of the groundbreaking and comprehensive synthesis of research into teaching and learning science in kindergarten through eighth grade. Based on the recently released National Research Council report Taking Science to School: Learning and Teaching Science in Grades K-8, this book summarizes a rich body of findings from the learning sciences and builds detailed cases of science educators at work to make the implications of research clear, accessible, and stimulating for a broad range of science educators. Ready, Set, Science! is filled with classroom case studies that bring to life the research findings and help readers to replicate success. Most of these stories are based on real classroom experiences that illustrate the complexities that teachers grapple with every day. They show how teachers work to select and design rigorous and engaging instructional tasks, manage classrooms, orchestrate productive discussions with culturally and linguistically diverse groups of students, and help students make their thinking visible using a variety of representational tools. This book will be an essential resource for science education practitioners and contains information that will be extremely useful to everyone �including parents �directly or indirectly involved in the teaching of science. %0 Book %A National Academy of Engineering %A National Academies of Sciences, Engineering, and Medicine %E Moulding, Brett %E Songer, Nancy %E Brenner, Kerry %T Science and Engineering for Grades 6-12: Investigation and Design at the Center %@ 978-0-309-48260-8 %D 2019 %U https://nap.nationalacademies.org/catalog/25216/science-and-engineering-for-grades-6-12-investigation-and-design %> https://nap.nationalacademies.org/catalog/25216/science-and-engineering-for-grades-6-12-investigation-and-design %I The National Academies Press %C Washington, DC %G English %K Education %P 328 %X 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. %0 Book %A National Research Council %E Cross, Christopher T. %E Woods, Taniesha A. %E Schweingruber, Heidi %T Mathematics Learning in Early Childhood: Paths Toward Excellence and Equity %@ 978-0-309-12806-3 %D 2009 %U https://nap.nationalacademies.org/catalog/12519/mathematics-learning-in-early-childhood-paths-toward-excellence-and-equity %> https://nap.nationalacademies.org/catalog/12519/mathematics-learning-in-early-childhood-paths-toward-excellence-and-equity %I The National Academies Press %C Washington, DC %G English %K Education %P 398 %X Early childhood mathematics is vitally important for young children's present and future educational success. Research demonstrates that virtually all young children have the capability to learn and become competent in mathematics. Furthermore, young children enjoy their early informal experiences with mathematics. Unfortunately, many children's potential in mathematics is not fully realized, especially those children who are economically disadvantaged. This is due, in part, to a lack of opportunities to learn mathematics in early childhood settings or through everyday experiences in the home and in their communities. Improvements in early childhood mathematics education can provide young children with the foundation for school success. Relying on a comprehensive review of the research, Mathematics Learning in Early Childhood lays out the critical areas that should be the focus of young children's early mathematics education, explores the extent to which they are currently being incorporated in early childhood settings, and identifies the changes needed to improve the quality of mathematics experiences for young children. This book serves as a call to action to improve the state of early childhood mathematics. It will be especially useful for policy makers and practitioners-those who work directly with children and their families in shaping the policies that affect the education of young children. %0 Book %A National Research Council %E Duschl, Richard A. %E Schweingruber, Heidi A. %E Shouse, Andrew W. %T Taking Science to School: Learning and Teaching Science in Grades K-8 %@ 978-0-309-10205-6 %D 2007 %U https://nap.nationalacademies.org/catalog/11625/taking-science-to-school-learning-and-teaching-science-in-grades %> https://nap.nationalacademies.org/catalog/11625/taking-science-to-school-learning-and-teaching-science-in-grades %I The National Academies Press %C Washington, DC %G English %K Education %P 404 %X 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. %0 Book %A National Academy of Engineering %T Changing the Conversation: Messages for Improving Public Understanding of Engineering %@ 978-0-309-11934-4 %D 2008 %U https://nap.nationalacademies.org/catalog/12187/changing-the-conversation-messages-for-improving-public-understanding-of-engineering %> https://nap.nationalacademies.org/catalog/12187/changing-the-conversation-messages-for-improving-public-understanding-of-engineering %I The National Academies Press %C Washington, DC %G English %K Education %K Engineering and Technology %P 164 %X Can the United States continue to lead the world in innovation? The answer may hinge in part on how well the public understands engineering, a key component of the 'innovation engine'. A related concern is how to encourage young people--particularly girls and under-represented minorities--to consider engineering as a career option. Changing the Conversation provides actionable strategies and market-tested messages for presenting a richer, more positive image of engineering. This book presents and discusses in detail market research about what the public finds most appealing about engineering--as well as what turns the public off. Changing the Conversation is a vital tool for improving the public image of engineering and outreach efforts related to engineering. It will be used by engineers in professional and academic settings including informal learning environments (such as museums and science centers), engineering schools, national engineering societies, technology-based corporations that support education and other outreach to schools and communities, and federal and state agencies and labs that do or promote engineering, technology, and science. %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Casola, Linda %E Taylor, Tiffany E. %T Increasing Student Success in Developmental Mathematics: Proceedings of a Workshop %@ 978-0-309-49662-9 %D 2019 %U https://nap.nationalacademies.org/catalog/25547/increasing-student-success-in-developmental-mathematics-proceedings-of-a-workshop %> https://nap.nationalacademies.org/catalog/25547/increasing-student-success-in-developmental-mathematics-proceedings-of-a-workshop %I The National Academies Press %C Washington, DC %G English %K Education %P 122 %X The Board on Science Education and the Board on Mathematical Sciences and Analytics of the National Academies of Sciences, Engineering, and Medicine convened the Workshop on Increasing Student Success in Developmental Mathematics on March 18-19, 2019. The Workshop explored how to best support all students in postsecondary mathematics, with particular attention to students who are unsuccessful in developmental mathematics and with an eye toward issues of access to promising reforms and equitable learning environments. The two-day workshop was designed to bring together a variety of stakeholders, including experts who have developed and/or implemented new initiatives to improve the mathematics education experience for students. The overarching goal of the workshop was to take stock of the mathematics education community's progress in this domain. Participants examined the data on students who are well-served by new reform structures in developmental mathematics and discussed various cohorts of students who are not currently well served - those who even with access to reforms do not succeed and those who do not have access to a reform due to differential access constraints. Throughout the workshop, participants also explored promising approaches to bolstering student outcomes in mathematics, focusing especially on research and data that demonstrate the success of these approaches; deliberated and discussed barriers and opportunities for effectively serving all students; and outlined some key directions of inquiry intended to address the prevailing research and data needs in the field. This publication summarizes the presentations and discussion of the workshop. %0 Book %A National Research Council %T Identifying and Supporting Productive STEM Programs in Out-of-School Settings %@ 978-0-309-37362-3 %D 2015 %U https://nap.nationalacademies.org/catalog/21740/identifying-and-supporting-productive-stem-programs-in-out-of-school-settings %> https://nap.nationalacademies.org/catalog/21740/identifying-and-supporting-productive-stem-programs-in-out-of-school-settings %I The National Academies Press %C Washington, DC %G English %K Education %P 76 %X More and more young people are learning about science, technology, engineering, and mathematics (STEM) in a wide variety of afterschool, summer, and informal programs. At the same time, there has been increasing awareness of the value of such programs in sparking, sustaining, and extending interest in and understanding of STEM. To help policy makers, funders and education leaders in both school and out-of-school settings make informed decisions about how to best leverage the educational and learning resources in their community, this report identifies features of productive STEM programs in out-of-school settings. Identifying and Supporting Productive STEM Programs in Out-of-School Settings draws from a wide range of research traditions to illustrate that interest in STEM and deep STEM learning develop across time and settings. The report provides guidance on how to evaluate and sustain programs. This report is a resource for local, state, and federal policy makers seeking to broaden access to multiple, high-quality STEM learning opportunities in their community. %0 Book %A National Academy of Sciences %A National Academy of Engineering %A Institute of Medicine %T Expanding Underrepresented Minority Participation: America's Science and Technology Talent at the Crossroads %@ 978-0-309-15968-5 %D 2011 %U https://nap.nationalacademies.org/catalog/12984/expanding-underrepresented-minority-participation-americas-science-and-technology-talent-at %> https://nap.nationalacademies.org/catalog/12984/expanding-underrepresented-minority-participation-americas-science-and-technology-talent-at %I The National Academies Press %C Washington, DC %G English %K Education %K Policy for Science and Technology %K Engineering and Technology %K Math, Chemistry, and Physics %K Industry and Labor %P 286 %X In order for the United States to maintain the global leadership and competitiveness in science and technology that are critical to achieving national goals, we must invest in research, encourage innovation, and grow a strong and talented science and technology workforce. Expanding Underrepresented Minority Participation explores the role of diversity in the science, technology, engineering and mathematics (STEM) workforce and its value in keeping America innovative and competitive. According to the book, the U.S. labor market is projected to grow faster in science and engineering than in any other sector in the coming years, making minority participation in STEM education at all levels a national priority. Expanding Underrepresented Minority Participation analyzes the rate of change and the challenges the nation currently faces in developing a strong and diverse workforce. Although minorities are the fastest growing segment of the population, they are underrepresented in the fields of science and engineering. Historically, there has been a strong connection between increasing educational attainment in the United States and the growth in and global leadership of the economy. Expanding Underrepresented Minority Participation suggests that the federal government, industry, and post-secondary institutions work collaboratively with K-12 schools and school systems to increase minority access to and demand for post-secondary STEM education and technical training. The book also identifies best practices and offers a comprehensive road map for increasing involvement of underrepresented minorities and improving the quality of their education. It offers recommendations that focus on academic and social support, institutional roles, teacher preparation, affordability and program development. %0 Book %A National Research Council %E Kilpatrick, Jeremy %E Swafford, Jane %E Findell, Bradford %T Adding It Up: Helping Children Learn Mathematics %@ 978-0-309-21895-5 %D 2001 %U https://nap.nationalacademies.org/catalog/9822/adding-it-up-helping-children-learn-mathematics %> https://nap.nationalacademies.org/catalog/9822/adding-it-up-helping-children-learn-mathematics %I The National Academies Press %C Washington, DC %G English %K Education %P 460 %X Adding It Up explores how students in pre-K through 8th grade learn mathematics and recommends how teaching, curricula, and teacher education should change to improve mathematics learning during these critical years. The committee identifies five interdependent components of mathematical proficiency and describes how students develop this proficiency. With examples and illustrations, the book presents a portrait of mathematics learning: Research findings on what children know about numbers by the time they arrive in pre-K and the implications for mathematics instruction. Details on the processes by which students acquire mathematical proficiency with whole numbers, rational numbers, and integers, as well as beginning algebra, geometry, measurement, and probability and statistics. The committee discusses what is known from research about teaching for mathematics proficiency, focusing on the interactions between teachers and students around educational materials and how teachers develop proficiency in teaching mathematics. %0 Book %A National Research Council %E Bell, Philip %E Lewenstein, Bruce %E Shouse, Andrew W. %E Feder, Michael A. %T Learning Science in Informal Environments: People, Places, and Pursuits %@ 978-0-309-11955-9 %D 2009 %U https://nap.nationalacademies.org/catalog/12190/learning-science-in-informal-environments-people-places-and-pursuits %> https://nap.nationalacademies.org/catalog/12190/learning-science-in-informal-environments-people-places-and-pursuits %I The National Academies Press %C Washington, DC %G English %K Education %P 348 %X 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. %0 Book %A National Academy of Engineering %A National Research Council %E Honey, Margaret %E Pearson, Greg %E Schweingruber, Heidi %T STEM Integration in K-12 Education: Status, Prospects, and an Agenda for Research %@ 978-0-309-29796-7 %D 2014 %U https://nap.nationalacademies.org/catalog/18612/stem-integration-in-k-12-education-status-prospects-and-an %> https://nap.nationalacademies.org/catalog/18612/stem-integration-in-k-12-education-status-prospects-and-an %I The National Academies Press %C Washington, DC %G English %K Education %K Engineering and Technology %P 180 %X STEM Integration in K-12 Education examines current efforts to connect the STEM disciplines in K-12 education. This report identifies and characterizes existing approaches to integrated STEM education, both in formal and after- and out-of-school settings. The report reviews the evidence for the impact of integrated approaches on various student outcomes, and it proposes a set of priority research questions to advance the understanding of integrated STEM education. STEM Integration in K-12 Education proposes a framework to provide a common perspective and vocabulary for researchers, practitioners, and others to identify, discuss, and investigate specific integrated STEM initiatives within the K-12 education system of the United States. STEM Integration in K-12 Education makes recommendations for designers of integrated STEM experiences, assessment developers, and researchers to design and document effective integrated STEM education. This report will help to further their work and improve the chances that some forms of integrated STEM education will make a positive difference in student learning and interest and other valued outcomes. %0 Book %A National Research Council %T Adapting to a Changing World: Challenges and Opportunities in Undergraduate Physics Education %@ 978-0-309-28303-8 %D 2013 %U https://nap.nationalacademies.org/catalog/18312/adapting-to-a-changing-world-challenges-and-opportunities-in-undergraduate %> https://nap.nationalacademies.org/catalog/18312/adapting-to-a-changing-world-challenges-and-opportunities-in-undergraduate %I The National Academies Press %C Washington, DC %G English %K Education %P 142 %X Adapting to a Changing World was commissioned by the National Science Foundation to examine the present status of undergraduate physics education, including the state of physics education research, and, most importantly, to develop a series of recommendations for improving physics education that draws from the knowledge we have about learning and effective teaching. Our committee has endeavored to do so, with great interest and more than a little passion. The Committee on Undergraduate Physics Education Research and Implementation was established in 2010 by the Board on Physics and Astronomy of the National Research Council. This report summarizes the committee's response to its statement of task, which requires the committee to produce a report that identifies the goals and challenges facing undergraduate physics education and identifies how best practices for undergraduate physics education can be implemented on a widespread and sustained basis, assess the status of physics education research (PER) and discuss how PER can assist in accomplishing the goal of improving undergraduate physics education best practices and education policy. %0 Book %A National Academy of Engineering %A National Academies of Sciences, Engineering, and Medicine %E Malcom, Shirley %E Feder, Michael %T Barriers and Opportunities for 2-Year and 4-Year STEM Degrees: Systemic Change to Support Students' Diverse Pathways %@ 978-0-309-37357-9 %D 2016 %U https://nap.nationalacademies.org/catalog/21739/barriers-and-opportunities-for-2-year-and-4-year-stem-degrees %> https://nap.nationalacademies.org/catalog/21739/barriers-and-opportunities-for-2-year-and-4-year-stem-degrees %I The National Academies Press %C Washington, DC %G English %K Education %P 214 %X Nearly 40 percent of the students entering 2- and 4-year postsecondary institutions indicated their intention to major in science, technology, engineering, and mathematics (STEM) in 2012. But the barriers to students realizing their ambitions are reflected in the fact that about half of those with the intention to earn a STEM bachelor's degree and more than two-thirds intending to earn a STEM associate's degree fail to earn these degrees 4 to 6 years after their initial enrollment. Many of those who do obtain a degree take longer than the advertised length of the programs, thus raising the cost of their education. Are the STEM educational pathways any less efficient than for other fields of study? How might the losses be "stemmed" and greater efficiencies realized? These questions and others are at the heart of this study. Barriers and Opportunities for 2-Year and 4-Year STEM Degrees reviews research on the roles that people, processes, and institutions play in 2-and 4-year STEM degree production. This study pays special attention to the factors that influence students' decisions to enter, stay in, or leave STEM majors—quality of instruction, grading policies, course sequences, undergraduate learning environments, student supports, co-curricular activities, students' general academic preparedness and competence in science, family background, and governmental and institutional policies that affect STEM educational pathways. Because many students do not take the traditional 4-year path to a STEM undergraduate degree, Barriers and Opportunities describes several other common pathways and also reviews what happens to those who do not complete the journey to a degree. This book describes the major changes in student demographics; how students, view, value, and utilize programs of higher education; and how institutions can adapt to support successful student outcomes. In doing so, Barriers and Opportunities questions whether definitions and characteristics of what constitutes success in STEM should change. As this book explores these issues, it identifies where further research is needed to build a system that works for all students who aspire to STEM degrees. The conclusions of this report lay out the steps that faculty, STEM departments, colleges and universities, professional societies, and others can take to improve STEM education for all students interested in a STEM degree. %0 Book %A National Research Council %T A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas %@ 978-0-309-21742-2 %D 2012 %U https://nap.nationalacademies.org/catalog/13165/a-framework-for-k-12-science-education-practices-crosscutting-concepts %> https://nap.nationalacademies.org/catalog/13165/a-framework-for-k-12-science-education-practices-crosscutting-concepts %I The National Academies Press %C Washington, DC %G English %K Education %P 400 %X Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments. %0 Book %T Next Generation Science Standards: For States, By States %@ 978-0-309-27227-8 %D 2013 %U https://nap.nationalacademies.org/catalog/18290/next-generation-science-standards-for-states-by-states %> https://nap.nationalacademies.org/catalog/18290/next-generation-science-standards-for-states-by-states %I The National Academies Press %C Washington, DC %G English %K Education %P 532 %X Next Generation Science Standards identifies the science all K-12 students should know. These new standards are based on the National Research Council's A Framework for K-12 Science Education. The National Research Council, the National Science Teachers Association, the American Association for the Advancement of Science, and Achieve have partnered to create standards through a collaborative state-led process. The standards are rich in content and practice and arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education. The print version of Next Generation Science Standards complements the nextgenscience.org website and: Provides an authoritative offline reference to the standards when creating lesson plans Arranged by grade level and by core discipline, making information quick and easy to find Printed in full color with a lay-flat spiral binding Allows for bookmarking, highlighting, and annotating %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Means, Barbara M. %E Stephens, Amy %T Cultivating Interest and Competencies in Computing: Authentic Experiences and Design Factors %@ 978-0-309-68215-2 %D 2021 %U https://nap.nationalacademies.org/catalog/25912/cultivating-interest-and-competencies-in-computing-authentic-experiences-and-design %> https://nap.nationalacademies.org/catalog/25912/cultivating-interest-and-competencies-in-computing-authentic-experiences-and-design %I The National Academies Press %C Washington, DC %G English %K Education %K Computers and Information Technology %P 214 %X Computing in some form touches nearly every aspect of day to day life and is reflected in the ubiquitous use of cell phones, the expansion of automation into many industries, and the vast amounts of data that are routinely gathered about people's health, education, and buying habits. Computing is now a part of nearly every occupation, not only those in the technology industry. Given the ubiquity of computing in both personal and professional life, there are increasing calls for all learners to participate in learning experiences related to computing including more formal experiences offered in schools, opportunities in youth development programs and after-school clubs, or self-initiated hands-on experiences at home. At the same time, the lack of diversity in the computing workforce and in programs that engage learners in computing is well-documented. It is important to consider how to increase access and design experiences for a wide range of learners. Authentic experiences in STEM - that is, experiences that reflect professional practice and also connect learners to real-world problems that they care about - are one possible approach for reaching a broader range of learners. These experiences can be designed for learners of all ages and implemented in a wide range of settings. However, the role they play in developing youths' interests, capacities, and productive learning identities for computing is unclear. There is a need to better understand the role of authentic STEM experiences in supporting the development of interests, competencies, and skills related to computing. Cultivating Interest and Competencies in Computing examines the evidence on learning and teaching using authentic, open-ended pedagogical approaches and learning experiences for children and youth in grades K-12 in both formal and informal settings. This report gives particular attention to approaches and experiences that promote the success of children and youth from groups that are typically underrepresented in computing fields. Cultivating Interest and Competencies in Computing provides guidance for educators and facilitators, program designers, and other key stakeholders on how to support learners as they engage in authentic learning experiences. %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Self, Jennifer %T Teaching K-12 Science and Engineering During a Crisis %@ 978-0-309-68194-0 %D 2020 %U https://nap.nationalacademies.org/catalog/25909/teaching-k-12-science-and-engineering-during-a-crisis %> https://nap.nationalacademies.org/catalog/25909/teaching-k-12-science-and-engineering-during-a-crisis %I The National Academies Press %C Washington, DC %G English %K Education %P 134 %X The COVID-19 pandemic is resulting in widespread and ongoing changes to how the K-12 education system functions, including disruptions to science teaching and learning environments. Students and teachers are all figuring out how to do schooling differently, and districts and states are working overtime to reimagine systems and processes. This is difficult and stressful work in the middle of the already stressful and sometimes traumatic backdrop of the global pandemic. In addition, students with disabilities, students of color, immigrants, English learners, and students from under-resourced communities have been disproportionately affected, both by the pandemic itself and by the resulting instructional shifts. Teaching K-12 Science and Engineering During a Crisis aims to describe what high quality science and engineering education can look like in a time of great uncertainty and to support practitioners as they work toward their goals. This book includes guidance for science and engineering practitioners - with an emphasis on the needs of district science supervisors, curriculum leads, and instructional coaches. Teaching K-12 Science and Engineering During a Crisis will help K-12 science and engineering teachers adapt learning experiences as needed to support students and their families dealing with ongoing changes to instructional and home environments and at the same time provide high quality in those experiences.