%0 Book %A National Research Council %T Teacher of Mathematics: Issues for Today and Tomorrow : Proceedings of a Conference %D 1987 %U https://nap.nationalacademies.org/catalog/18770/teacher-of-mathematics-issues-for-today-and-tomorrow-proceedings-of %> https://nap.nationalacademies.org/catalog/18770/teacher-of-mathematics-issues-for-today-and-tomorrow-proceedings-of %I The National Academies Press %C Washington, DC %G English %K %K Education %P 127 %0 Book %A National Research Council %T Measuring Up: Prototypes for Mathematics Assessment %@ 978-0-309-04845-3 %D 1993 %U https://nap.nationalacademies.org/catalog/2071/measuring-up-prototypes-for-mathematics-assessment %> https://nap.nationalacademies.org/catalog/2071/measuring-up-prototypes-for-mathematics-assessment %I The National Academies Press %C Washington, DC %G English %K Education %P 176 %X Glimpse the future of mathematics assessment in Measuring Up This book features 13 classroom exercises for fourth grade students that demonstrate the dramatic meaning of inquiry, performance, communication, and problem solving as standards for mathematics education. Policymakers, education leaders, classroom teachers, university-based educators, and parents can learn from the use of these genuine mathematics problems to challenge and prepare students for the future. single copy, $10.95; 2-9 copies, $8.50 each; 10 or more copies, $6.95 each (no other discounts apply) %0 Book %A Institute of Medicine %A National Academy of Engineering %T Resources for Teaching Middle School Science %@ 978-0-309-05781-3 %D 1998 %U https://nap.nationalacademies.org/catalog/5774/resources-for-teaching-middle-school-science %> https://nap.nationalacademies.org/catalog/5774/resources-for-teaching-middle-school-science %I The National Academies Press %C Washington, DC %G English %K Education %P 496 %X With age-appropriate, inquiry-centered curriculum materials and sound teaching practices, middle school science can capture the interest and energy of adolescent students and expand their understanding of the world around them. Resources for Teaching Middle School Science, developed by the National Science Resources Center (NSRC), is a valuable tool for identifying and selecting effective science curriculum materials that will engage students in grades 6 through 8. The volume describes more than 400 curriculum titles that are aligned with the National Science Education Standards. This completely new guide follows on the success of Resources for Teaching Elementary School Science, the first in the NSRC series of annotated guides to hands-on, inquiry-centered curriculum materials and other resources for science teachers. The curriculum materials in the new guide are grouped in five chapters by scientific area—Physical Science, Life Science, Environmental Science, Earth and Space Science, and Multidisciplinary and Applied Science. They are also grouped by type—core materials, supplementary units, and science activity books. Each annotation of curriculum material includes a recommended grade level, a description of the activities involved and of what students can be expected to learn, a list of accompanying materials, a reading level, and ordering information. The curriculum materials included in this book were selected by panels of teachers and scientists using evaluation criteria developed for the guide. The criteria reflect and incorporate goals and principles of the National Science Education Standards. The annotations designate the specific content standards on which these curriculum pieces focus. In addition to the curriculum chapters, the guide contains six chapters of diverse resources that are directly relevant to middle school science. Among these is a chapter on educational software and multimedia programs, chapters on books about science and teaching, directories and guides to science trade books, and periodicals for teachers and students. Another section features institutional resources. One chapter lists about 600 science centers, museums, and zoos where teachers can take middle school students for interactive science experiences. Another chapter describes nearly 140 professional associations and U.S. government agencies that offer resources and assistance. Authoritative, extensive, and thoroughly indexed—and the only guide of its kind—Resources for Teaching Middle School Science will be the most used book on the shelf for science teachers, school administrators, teacher trainers, science curriculum specialists, advocates of hands-on science teaching, and concerned parents. %0 Book %A National Academies of Sciences, Engineering, and Medicine %E Wilson, Suzanne %E Schweingruber, Heidi %E Nielsen, Natalie %T Science Teachers' Learning: Enhancing Opportunities, Creating Supportive Contexts %@ 978-0-309-38018-8 %D 2015 %U https://nap.nationalacademies.org/catalog/21836/science-teachers-learning-enhancing-opportunities-creating-supportive-contexts %> https://nap.nationalacademies.org/catalog/21836/science-teachers-learning-enhancing-opportunities-creating-supportive-contexts %I The National Academies Press %C Washington, DC %G English %K Education %P 256 %X Currently, many states are adopting the Next Generation Science Standards (NGSS) or are revising their own state standards in ways that reflect the NGSS. For students and schools, the implementation of any science standards rests with teachers. For those teachers, an evolving understanding about how best to teach science represents a significant transition in the way science is currently taught in most classrooms and it will require most science teachers to change how they teach. That change will require learning opportunities for teachers that reinforce and expand their knowledge of the major ideas and concepts in science, their familiarity with a range of instructional strategies, and the skills to implement those strategies in the classroom. Providing these kinds of learning opportunities in turn will require profound changes to current approaches to supporting teachers' learning across their careers, from their initial training to continuing professional development. A teacher's capability to improve students' scientific understanding is heavily influenced by the school and district in which they work, the community in which the school is located, and the larger professional communities to which they belong. Science Teachers' Learning provides guidance for schools and districts on how best to support teachers' learning and how to implement successful programs for professional development. This report makes actionable recommendations for science teachers' learning that take a broad view of what is known about science education, how and when teachers learn, and education policies that directly and indirectly shape what teachers are able to learn and teach. The challenge of developing the expertise teachers need to implement the NGSS presents an opportunity to rethink professional learning for science teachers. Science Teachers' Learning will be a valuable resource for classrooms, departments, schools, districts, and professional organizations as they move to new ways to teach science. %0 Book %A National Research Council %E Honey, Margaret A. %E Hilton, Margaret L. %T Learning Science Through Computer Games and Simulations %@ 978-0-309-18523-3 %D 2011 %U https://nap.nationalacademies.org/catalog/13078/learning-science-through-computer-games-and-simulations %> https://nap.nationalacademies.org/catalog/13078/learning-science-through-computer-games-and-simulations %I The National Academies Press %C Washington, DC %G English %K Education %P 174 %X At a time when scientific and technological competence is vital to the nation's future, the weak performance of U.S. students in science reflects the uneven quality of current science education. Although young children come to school with innate curiosity and intuitive ideas about the world around them, science classes rarely tap this potential. Many experts have called for a new approach to science education, based on recent and ongoing research on teaching and learning. In this approach, simulations and games could play a significant role by addressing many goals and mechanisms for learning science: the motivation to learn science, conceptual understanding, science process skills, understanding of the nature of science, scientific discourse and argumentation, and identification with science and science learning. To explore this potential, Learning Science: Computer Games, Simulations, and Education, reviews the available research on learning science through interaction with digital simulations and games. It considers the potential of digital games and simulations to contribute to learning science in schools, in informal out-of-school settings, and everyday life. The book also identifies the areas in which more research and research-based development is needed to fully capitalize on this potential. Learning Science will guide academic researchers; developers, publishers, and entrepreneurs from the digital simulation and gaming community; and education practitioners and policy makers toward the formation of research and development partnerships that will facilitate rich intellectual collaboration. Industry, government agencies and foundations will play a significant role through start-up and ongoing support to ensure that digital games and simulations will not only excite and entertain, but also motivate and educate. %0 Book %A National Research Council %T Report of a Workshop on the Pedagogical Aspects of Computational Thinking %@ 978-0-309-21474-2 %D 2011 %U https://nap.nationalacademies.org/catalog/13170/report-of-a-workshop-on-the-pedagogical-aspects-of-computational-thinking %> https://nap.nationalacademies.org/catalog/13170/report-of-a-workshop-on-the-pedagogical-aspects-of-computational-thinking %I The National Academies Press %C Washington, DC %G English %K Education %P 176 %X In 2008, the Computer and Information Science and Engineering Directorate of the National Science Foundation asked the National Research Council (NRC) to conduct two workshops to explore the nature of computational thinking and its cognitive and educational implications. The first workshop focused on the scope and nature of computational thinking and on articulating what "computational thinking for everyone" might mean. A report of that workshop was released in January 2010. Drawing in part on the proceedings of that workshop, Report of a Workshop of Pedagogical Aspects of Computational Thinking, summarizes the second workshop, which was held February 4-5, 2010, in Washington, D.C., and focuses on pedagogical considerations for computational thinking. This workshop was structured to gather pedagogical inputs and insights from educators who have addressed computational thinking in their work with K-12 teachers and students. It illuminates different approaches to computational thinking and explores lessons learned and best practices. Individuals with a broad range of perspectives contributed to this report. Since the workshop was not intended to result in a consensus regarding the scope and nature of computational thinking, Report of a Workshop of Pedagogical Aspects of Computational Thinking does not contain findings or recommendations. %0 Book %A National Research Council %T Science Teaching Reconsidered: A Handbook %@ 978-0-309-05498-0 %D 1997 %U https://nap.nationalacademies.org/catalog/5287/science-teaching-reconsidered-a-handbook %> https://nap.nationalacademies.org/catalog/5287/science-teaching-reconsidered-a-handbook %I The National Academies Press %C Washington, DC %G English %K Education %P 104 %X Effective science teaching requires creativity, imagination, and innovation. In light of concerns about American science literacy, scientists and educators have struggled to teach this discipline more effectively. Science Teaching Reconsidered provides undergraduate science educators with a path to understanding students, accommodating their individual differences, and helping them grasp the methods—and the wonder—of science. What impact does teaching style have? How do I plan a course curriculum? How do I make lectures, classes, and laboratories more effective? How can I tell what students are thinking? Why don't they understand? This handbook provides productive approaches to these and other questions. Written by scientists who are also educators, the handbook offers suggestions for having a greater impact in the classroom and provides resources for further research. %0 Book %A National Research Council %E Donovan, M. Suzanne %E Bransford, John D. %T How Students Learn: Mathematics in the Classroom %@ 978-0-309-08949-4 %D 2005 %U https://nap.nationalacademies.org/catalog/11101/how-students-learn-mathematics-in-the-classroom %> https://nap.nationalacademies.org/catalog/11101/how-students-learn-mathematics-in-the-classroom %I The National Academies Press %C Washington, DC %G English %K Education %P 272 %X How Students Learn: Mathematics in the Classroom builds on the discoveries detailed in the best-selling How People Learn. Now these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness. This book shows how to overcome the difficulties in teaching math to generate real insight and reasoning in math students. It also features illustrated suggestions for classroom activities. %0 Book %A National Research Council %E Donovan, M. Suzanne %E Bransford, John D. %T How Students Learn: Science in the Classroom %@ 978-0-309-08950-0 %D 2005 %U https://nap.nationalacademies.org/catalog/11102/how-students-learn-science-in-the-classroom %> https://nap.nationalacademies.org/catalog/11102/how-students-learn-science-in-the-classroom %I The National Academies Press %C Washington, DC %G English %K Education %P 264 %X How Students Learn: Science in the Classroom builds on the discoveries detailed in the best-selling How People Learn. Now these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness. Organized for utility, the book explores how the principles of learning can be applied in science at three levels: elementary, middle, and high school. Leading educators explain in detail how they developed successful curricula and teaching approaches, presenting strategies that serve as models for curriculum development and classroom instruction. Their recounting of personal teaching experiences lends strength and warmth to this volume. This book discusses how to build straightforward science experiments into true understanding of scientific principles. It also features illustrated suggestions for classroom activities. %0 Book %A National Research Council %E Donovan, M. Suzanne %E Bransford, John D. %T How Students Learn: History, Mathematics, and Science in the Classroom %@ 978-0-309-07433-9 %D 2005 %U https://nap.nationalacademies.org/catalog/10126/how-students-learn-history-mathematics-and-science-in-the-classroom %> https://nap.nationalacademies.org/catalog/10126/how-students-learn-history-mathematics-and-science-in-the-classroom %I The National Academies Press %C Washington, DC %G English %K Education %P 632 %X How do you get a fourth-grader excited about history? How do you even begin to persuade high school students that mathematical functions are relevant to their everyday lives? In this volume, practical questions that confront every classroom teacher are addressed using the latest exciting research on cognition, teaching, and learning. How Students Learn: History, Mathematics, and Science in the Classroom builds on the discoveries detailed in the bestselling How People Learn. Now, these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness. Organized for utility, the book explores how the principles of learning can be applied in teaching history, science, and math topics at three levels: elementary, middle, and high school. Leading educators explain in detail how they developed successful curricula and teaching approaches, presenting strategies that serve as models for curriculum development and classroom instruction. Their recounting of personal teaching experiences lends strength and warmth to this volume. The book explores the importance of balancing students' knowledge of historical fact against their understanding of concepts, such as change and cause, and their skills in assessing historical accounts. It discusses how to build straightforward science experiments into true understanding of scientific principles. And it shows how to overcome the difficulties in teaching math to generate real insight and reasoning in math students. It also features illustrated suggestions for classroom activities. How Students Learn offers a highly useful blend of principle and practice. It will be important not only to teachers, administrators, curriculum designers, and teacher educators, but also to parents and the larger community concerned about children's education. %0 Book %T Attracting Science and Mathematics Ph.D.s to Secondary School Education %@ 978-0-309-07176-5 %D 2000 %U https://nap.nationalacademies.org/catalog/9955/attracting-science-and-mathematics-phds-to-secondary-school-education %> https://nap.nationalacademies.org/catalog/9955/attracting-science-and-mathematics-phds-to-secondary-school-education %I The National Academies Press %C Washington, DC %G English %K Education %P 175 %X The National Research Council conducted a study to identify a set of incentives that state governments and local school districts can use to attract Ph.D. scientists and mathematicians to secondary school teaching positions. This project investigated the career ambitions of Ph.D.s in the physical and life sciences through focus groups and a national survey to determine the kinds of work conditions and compensation packages that would induce them to take positions teaching physics, chemistry, biology, and various electives in public high schools or positions developing secondary school science and mathematics curricula. The study conducted interviews with Ph.D.s who are already teaching in secondary schools to ascertain information from their experiences, with local school district administrators to assess what they are realistically willing to offer Ph.D. scientists to attract them, and with higher education administrators to explore programmatic changes they would need to institute to provide Ph.D.s with skills tailored to secondary school teaching. These investigations led to this report which describes the incentives local school districts could use in establishing pilot programs in this area. %0 Book %A National Research Council %T Inquiry and the National Science Education Standards: A Guide for Teaching and Learning %@ 978-0-309-06476-7 %D 2000 %U https://nap.nationalacademies.org/catalog/9596/inquiry-and-the-national-science-education-standards-a-guide-for %> https://nap.nationalacademies.org/catalog/9596/inquiry-and-the-national-science-education-standards-a-guide-for %I The National Academies Press %C Washington, DC %G English %K Education %P 222 %X Humans, especially children, are naturally curious. Yet, people often balk at the thought of learning science—the "eyes glazed over" syndrome. Teachers may find teaching science a major challenge in an era when science ranges from the hardly imaginable quark to the distant, blazing quasar. Inquiry and the National Science Education Standards is the book that educators have been waiting for—a practical guide to teaching inquiry and teaching through inquiry, as recommended by the National Science Education Standards. This will be an important resource for educators who must help school boards, parents, and teachers understand "why we can't teach the way we used to." "Inquiry" refers to the diverse ways in which scientists study the natural world and in which students grasp science knowledge and the methods by which that knowledge is produced. This book explains and illustrates how inquiry helps students learn science content, master how to do science, and understand the nature of science. This book explores the dimensions of teaching and learning science as inquiry for K-12 students across a range of science topics. Detailed examples help clarify when teachers should use the inquiry-based approach and how much structure, guidance, and coaching they should provide. The book dispels myths that may have discouraged educators from the inquiry-based approach and illuminates the subtle interplay between concepts, processes, and science as it is experienced in the classroom. Inquiry and the National Science Education Standards shows how to bring the standards to life, with features such as classroom vignettes exploring different kinds of inquiries for elementary, middle, and high school and Frequently Asked Questions for teachers, responding to common concerns such as obtaining teaching supplies. Turning to assessment, the committee discusses why assessment is important, looks at existing schemes and formats, and addresses how to involve students in assessing their own learning achievements. In addition, this book discusses administrative assistance, communication with parents, appropriate teacher evaluation, and other avenues to promoting and supporting this new teaching paradigm. %0 Book %A National Research Council %E Singer, Susan R. %E Hilton, Margaret L. %E Schweingruber, Heidi A. %T America's Lab Report: Investigations in High School Science %@ 978-0-309-13934-2 %D 2006 %U https://nap.nationalacademies.org/catalog/11311/americas-lab-report-investigations-in-high-school-science %> https://nap.nationalacademies.org/catalog/11311/americas-lab-report-investigations-in-high-school-science %I The National Academies Press %C Washington, DC %G English %K Education %P 254 %X Laboratory experiences as a part of most U.S. high school science curricula have been taken for granted for decades, but they have rarely been carefully examined. What do they contribute to science learning? What can they contribute to science learning? What is the current status of labs in our nation�s high schools as a context for learning science? This book looks at a range of questions about how laboratory experiences fit into U.S. high schools: What is effective laboratory teaching? What does research tell us about learning in high school science labs? How should student learning in laboratory experiences be assessed? Do all student have access to laboratory experiences? What changes need to be made to improve laboratory experiences for high school students? How can school organization contribute to effective laboratory teaching? With increased attention to the U.S. education system and student outcomes, no part of the high school curriculum should escape scrutiny. This timely book investigates factors that influence a high school laboratory experience, looking closely at what currently takes place and what the goals of those experiences are and should be. Science educators, school administrators, policy makers, and parents will all benefit from a better understanding of the need for laboratory experiences to be an integral part of the science curriculum—and how that can be accomplished. %0 Book %A National Research Council %A Institute of Medicine %T Engaging Schools: Fostering High School Students' Motivation to Learn %@ 978-0-309-08435-2 %D 2004 %U https://nap.nationalacademies.org/catalog/10421/engaging-schools-fostering-high-school-students-motivation-to-learn %> https://nap.nationalacademies.org/catalog/10421/engaging-schools-fostering-high-school-students-motivation-to-learn %I The National Academies Press %C Washington, DC %G English %K Education %P 302 %X When it comes to motivating people to learn, disadvantaged urban adolescents are usually perceived as a hard sell. Yet, in a recent MetLife survey, 89 percent of the low-income students claimed “I really want to learn” applied to them. What is it about the school environment—pedagogy, curriculum, climate, organization—that encourages or discourages engagement in school activities? How do peers, family, and community affect adolescents’ attitudes towards learning? Engaging Schools reviews current research on what shapes adolescents’ school engagement and motivation to learn—including new findings on students’ sense of belonging—and looks at ways these can be used to reform urban high schools. This book discusses what changes hold the greatest promise for increasing students’ motivation to learn in these schools. It looks at various approaches to reform through different methods of instruction and assessment, adjustments in school size, vocational teaching, and other key areas. Examples of innovative schools, classrooms, and out-of-school programs that have proved successful in getting high school kids excited about learning are also included. %0 Book %A National Research Council %T Mathematics and Science Education Around the World: What Can We Learn From The Survey of Mathematics and Science Opportunities (SMSO) and the Third International Mathematics and Science Study (TIMSS)? %@ 978-0-309-05631-1 %D 1996 %U https://nap.nationalacademies.org/catalog/5508/mathematics-and-science-education-around-the-world-what-can-we %> https://nap.nationalacademies.org/catalog/5508/mathematics-and-science-education-around-the-world-what-can-we %I The National Academies Press %C Washington, DC %G English %K Education %P 32 %X Amid current efforts to improve mathematics and science education in the United States, people often ask how these subjects are organized and taught in other countries. They hear repeatedly that other countries produce higher student achievement. Teachers and parents wonder about the answers to questions like these: Why do the children in Asian cultures seem to be so good at science and mathematics? How are biology and physics taught in the French curriculum? What are textbooks like elsewhere, and how much latitude do teachers have in the way they follow the texts? Do all students receive the same education, or are they grouped by ability or perceived educational promise? If students are grouped, how early is this done? What are tests like, and what are the consequences for students? Are other countries engaged in Standards-like reforms? Does anything like "standards" play a role in other countries? Questions such as these reflect more than a casual interest in other countries' educational practices. They grow out of an interest in identifying ways to improve mathematics and science education in the United States. The focus of this short report is on what the Third International Mathematics and Science Study (TIMSS), a major international investigation of curriculum, instruction, and learning in mathematics and science, will be able to contribute to understandings of mathematics and science education around the world as well as to current efforts to improve student learning, particularly in the United States. %0 Book %A National Research Council %T The Role of Scientists in the Professional Development of Science Teachers %@ 978-0-309-10372-5 %D 1996 %U https://nap.nationalacademies.org/catalog/2310/the-role-of-scientists-in-the-professional-development-of-science-teachers %> https://nap.nationalacademies.org/catalog/2310/the-role-of-scientists-in-the-professional-development-of-science-teachers %I The National Academies Press %C Washington, DC %G English %K Education %P 256 %X Scientists nationwide are showing greater interest in contributing to the reform of science education, yet many do not know how to begin. This highly readable book serves as a guide for those scientists interested in working on the professional development of K-12 science teachers. Based on information from over 180 professional development programs for science teachers, the volume addresses what kinds of activities work and why. Included are useful examples of programs focusing on issues of content and process in science teaching. The authors present "day-in-a-life" vignettes, along with a suggested reading list, to help familiarize scientists with the professional lives of K-12 science teachers. The book also offers scientists suggestions on how to take first steps toward involvement, how to identify programs that have been determined effective by teachers, and how to become involved in system-wide programs. Discussions on ways of working with teachers on program design, program evaluation, and funding sources are included. Accessible and practical, this book will be a welcome resource for university, institutional, and corporate scientists; teachers; teacher educators; organizations; administrators; and parents. %0 Book %T Resources for Teaching Elementary School Science %@ 978-0-309-05293-1 %D 1996 %U https://nap.nationalacademies.org/catalog/4966/resources-for-teaching-elementary-school-science %> https://nap.nationalacademies.org/catalog/4966/resources-for-teaching-elementary-school-science %I The National Academies Press %C Washington, DC %G English %K Education %P 312 %X What activities might a teacher use to help children explore the life cycle of butterflies? What does a science teacher need to conduct a "leaf safari" for students? Where can children safely enjoy hands-on experience with life in an estuary? Selecting resources to teach elementary school science can be confusing and difficult, but few decisions have greater impact on the effectiveness of science teaching. Educators will find a wealth of information and expert guidance to meet this need in Resources for Teaching Elementary School Science. A completely revised edition of the best-selling resource guide Science for Children: Resources for Teachers, this new book is an annotated guide to hands-on, inquiry-centered curriculum materials and sources of help in teaching science from kindergarten through sixth grade. (Companion volumes for middle and high school are planned.) The guide annotates about 350 curriculum packages, describing the activities involved and what students learn. Each annotation lists recommended grade levels, accompanying materials and kits or suggested equipment, and ordering information. These 400 entries were reviewed by both educators and scientists to ensure that they are accurate and current and offer students the opportunity to: Ask questions and find their own answers. Experiment productively. Develop patience, persistence, and confidence in their own ability to solve real problems. The entries in the curriculum section are grouped by scientific area—Life Science, Earth Science, Physical Science, and Multidisciplinary and Applied Science—and by type—core materials, supplementary materials, and science activity books. Additionally, a section of references for teachers provides annotated listings of books about science and teaching, directories and guides to science trade books, and magazines that will help teachers enhance their students' science education. Resources for Teaching Elementary School Science also lists by region and state about 600 science centers, museums, and zoos where teachers can take students for interactive science experiences. Annotations highlight almost 300 facilities that make significant efforts to help teachers. Another section describes more than 100 organizations from which teachers can obtain more resources. And a section on publishers and suppliers give names and addresses of sources for materials. The guide will be invaluable to teachers, principals, administrators, teacher trainers, science curriculum specialists, and advocates of hands-on science teaching, and it will be of interest to parent-teacher organizations and parents. %0 Book %A National Research Council %E Kober, Nancy %T Reaching Students: What Research Says About Effective Instruction in Undergraduate Science and Engineering %@ 978-0-309-30043-8 %D 2015 %U https://nap.nationalacademies.org/catalog/18687/reaching-students-what-research-says-about-effective-instruction-in-undergraduate %> https://nap.nationalacademies.org/catalog/18687/reaching-students-what-research-says-about-effective-instruction-in-undergraduate %I The National Academies Press %C Washington, DC %G English %K Education %P 256 %X The undergraduate years are a turning point in producing scientifically literate citizens and future scientists and engineers. Evidence from research about how students learn science and engineering shows that teaching strategies that motivate and engage students will improve their learning. So how do students best learn science and engineering? Are there ways of thinking that hinder or help their learning process? Which teaching strategies are most effective in developing their knowledge and skills? And how can practitioners apply these strategies to their own courses or suggest new approaches within their departments or institutions? Reaching Students strives to answer these questions. Reaching Students presents the best thinking to date on teaching and learning undergraduate science and engineering. Focusing on the disciplines of astronomy, biology, chemistry, engineering, geosciences, and physics, this book is an introduction to strategies to try in your classroom or institution. Concrete examples and case studies illustrate how experienced instructors and leaders have applied evidence-based approaches to address student needs, encouraged the use of effective techniques within a department or an institution, and addressed the challenges that arose along the way. The research-based strategies in Reaching Students can be adopted or adapted by instructors and leaders in all types of public or private higher education institutions. They are designed to work in introductory and upper-level courses, small and large classes, lectures and labs, and courses for majors and non-majors. And these approaches are feasible for practitioners of all experience levels who are open to incorporating ideas from research and reflecting on their teaching practices. This book is an essential resource for enriching instruction and better educating students. %0 Book %A National Research Council %E Burns, M. Susan %E Griffin, Peg %E Snow, Catherine E. %T Starting Out Right: A Guide to Promoting Children's Reading Success %@ 978-0-309-06410-1 %D 1999 %U https://nap.nationalacademies.org/catalog/6014/starting-out-right-a-guide-to-promoting-childrens-reading-success %> https://nap.nationalacademies.org/catalog/6014/starting-out-right-a-guide-to-promoting-childrens-reading-success %I The National Academies Press %C Washington, DC %G English %K Education %P 192 %X A devastatingly large number of people in America cannot read as well as they need for success in life. With literacy problems plaguing as many as four in ten children in America, this book discusses how best to help children succeed in reading. This book identifies the most important questions and explores the authoritative answers on the topic of how children can grow into readers, including: What are the key elements all children need in order to become good readers? What can parents and caregivers provide all children so that they are prepared for reading instruction by the time that they get to school? What concepts about language and literacy should be included in beginning reading instruction? How can we prevent reading difficulties starting with infants and into the early grades? What to ask school boards, principals, elected officials, and other policy makers who make decisions regarding early reading instruction. You'll find out how to help youngsters build word recognition, avoid comprehension problems, and more—with checklists of specific accomplishments to be expected at different ages: for very young children, for kindergarten students, and for first, second, and third grade students. Included are 55 activities to do with children to help them become successful readers, a list of recommended children's books, and a guide to CD-ROMs and websites. Great strides have been made recently toward identifying the best ways to teach children to read. Starting Out Right provides a wealth of knowledge based on a summary of extensive research. It is a "must read" for specialists in primary education as well as parents, pediatricians, child care providers, tutors, literacy advocates, policy makers, and teachers. %0 Book %A National Research Council %E Porter, Andrew C. %E Gamoran, Adam %T Methodological Advances in Cross-National Surveys of Educational Achievement %@ 978-0-309-08333-1 %D 2002 %U https://nap.nationalacademies.org/catalog/10322/methodological-advances-in-cross-national-surveys-of-educational-achievement %> https://nap.nationalacademies.org/catalog/10322/methodological-advances-in-cross-national-surveys-of-educational-achievement %I The National Academies Press %C Washington, DC %G English %K Education %P 384 %X In November 2000, the Board on International Comparative Studies in Education (BICSE) held a symposium to draw on the wealth of experience gathered over a four--decade period, to evaluate improvement in the quality of the methodologies used in international studies, and to identify the most pressing methodological issues that remain to be solved. Since 1960, the United States has participated in 15 large--scale cross--national education surveys. The most assessed subjects have been science and mathematics through reading comprehension, geography, nonverbal reasoning, literature, French, English as a foreign language, civic education, history, computers in education, primary education, and second--language acquisition. The papers prepared for this symposium and discussions of those papers make up the volume, representing the most up--to--date and comprehensive assessment of methodological strengths and weaknesses of international comparative studies of student achievement. These papers answer the following questions: (1) What is the methodological quality of the most recent international surveys of student achievement? How authoritative are the results? (2) Has the methodological quality of international achievement studies improved over the past 40 years? and (3) What are promising opportunities for future improvement?