%0 Book %A National Research Council %T Preparing Teachers: Building Evidence for Sound Policy %@ 978-0-309-12805-6 %D 2010 %U https://nap.nationalacademies.org/catalog/12882/preparing-teachers-building-evidence-for-sound-policy %> https://nap.nationalacademies.org/catalog/12882/preparing-teachers-building-evidence-for-sound-policy %I The National Academies Press %C Washington, DC %G English %K Education %P 234 %X Teachers make a difference. The success of any plan for improving educational outcomes depends on the teachers who carry it out and thus on the abilities of those attracted to the field and their preparation. Yet there are many questions about how teachers are being prepared and how they ought to be prepared. Yet, teacher preparation is often treated as an afterthought in discussions of improving the public education system. Preparing Teachers addresses the issue of teacher preparation with specific attention to reading, mathematics, and science. The book evaluates the characteristics of the candidates who enter teacher preparation programs, the sorts of instruction and experiences teacher candidates receive in preparation programs, and the extent that the required instruction and experiences are consistent with converging scientific evidence. Preparing Teachers also identifies a need for a data collection model to provide valid and reliable information about the content knowledge, pedagogical competence, and effectiveness of graduates from the various kinds of teacher preparation programs. Federal and state policy makers need reliable, outcomes-based information to make sound decisions, and teacher educators need to know how best to contribute to the development of effective teachers. Clearer understanding of the content and character of effective teacher preparation is critical to improving it and to ensuring that the same critiques and questions are not being repeated 10 years from now. %0 Book %A National Research Council %E Beatty, Alexandra %T State Assessment Systems: Exploring Best Practices and Innovations: Summary of Two Workshops %@ 978-0-309-16176-3 %D 2010 %U https://nap.nationalacademies.org/catalog/13013/state-assessment-systems-exploring-best-practices-and-innovations-summary-of %> https://nap.nationalacademies.org/catalog/13013/state-assessment-systems-exploring-best-practices-and-innovations-summary-of %I The National Academies Press %C Washington, DC %G English %K Education %P 156 %X Educators and policy makers in the United States have relied on tests to measure educational progress for more than 150 years, and have used the results for many purposes. They have tried minimum competency testing; portfolios; multiple-choice items, brief and extended constructed-response items; and more. They have contended with concerns about student privacy, test content, and equity--and they have responded to calls for tests to answer many kinds of questions about public education and literacy, international comparisons, accountability, and even property values. State assessment data have been cited as evidence for claims about many achievements of public education, and the tests have also been blamed for significant failings. States are now considering whether to adopt the "common core" academic standards, and are also competing for federal dollars from the Department of Education's Race to the Top initiative. Both of these activities are intended to help make educational standards clearer and more concise and to set higher standards for students. As standards come under new scrutiny, so, too, do the assessments that measure their results. This book summarizes two workshops convened to collect information and perspectives on assessment in order to help state officials and others as they review current assessment practices and consider improvements. %0 Book %A National Research Council %E Welch-Ross, Melissa %T Language Diversity, School Learning, and Closing Achievement Gaps: A Workshop Summary %@ 978-0-309-15386-7 %D 2010 %U https://nap.nationalacademies.org/catalog/12907/language-diversity-school-learning-and-closing-achievement-gaps-a-workshop %> https://nap.nationalacademies.org/catalog/12907/language-diversity-school-learning-and-closing-achievement-gaps-a-workshop %I The National Academies Press %C Washington, DC %G English %K Education %P 116 %X The Workshop on the Role of Language in School Learning: Implications for Closing the Achievement Gap was held to explore three questions: What is known about the conditions that affect language development? What are the effects of early language development on school achievement? What instructional approaches help students meet school demands for language and reading comprehension? Of particular interest was the degree to which group differences in school achievement might be attributed to language differences, and whether language-related instruction might help to close gaps in achievement by helping students cope with language-intensive subject matter especially after the 3rd grade. The workshop provided a forum for researchers and practitioners to review and discuss relevant research findings from varied perspectives. The disciplines and professions represented included: language development, child development, cognitive psychology, linguistics, reading, educationally disadvantaged student populations, literacy in content areas (math, science, social studies), and teacher education. The aim of the meeting was not to reach consensus or provide recommendations, but rather to offer expert insight into the issues that surround the study of language, academic learning, and achievement gaps, and to gather varied viewpoints on what available research findings might imply for future research and practice. This book summarizes and synthesizes two days of workshop presentations and discussion. %0 Book %A National Research Council %A Institute of Medicine %E Beatty, Alexandra %T Student Mobility: Exploring the Impacts of Frequent Moves on Achievement: Summary of a Workshop %@ 978-0-309-15013-2 %D 2010 %U https://nap.nationalacademies.org/catalog/12853/student-mobility-exploring-the-impacts-of-frequent-moves-on-achievement %> https://nap.nationalacademies.org/catalog/12853/student-mobility-exploring-the-impacts-of-frequent-moves-on-achievement %I The National Academies Press %C Washington, DC %G English %K Behavioral and Social Sciences %K Health and Medicine %P 92 %X Many low-income families struggle with stable housing and frequently have to move due to foreclosures, rent increases, or other financial setbacks. Children in these families can experience lasting negative effects, especially those who are young and still developing basic learning and social skills. A joint NRC-IOM committee held a workshop in June 2009 to examine these issues, highlight patterns in current research, and discuss how to develop a support system for at-risk children. %0 Book %A National Research Council %T Standards for K-12 Engineering Education? %@ 978-0-309-16015-5 %D 2010 %U https://nap.nationalacademies.org/catalog/12990/standards-for-k-12-engineering-education %> https://nap.nationalacademies.org/catalog/12990/standards-for-k-12-engineering-education %I The National Academies Press %C Washington, DC %G English %K Engineering and Technology %K Education %P 160 %X The goal of this study was to assess the value and feasibility of developing and implementing content standards for engineering education at the K-12 level. Content standards have been developed for three disciplines in STEM education--science, technology, and mathematic--but not for engineering. To date, a small but growing number of K-12 students are being exposed to engineering-related materials, and limited but intriguing evidence suggests that engineering education can stimulate interest and improve learning in mathematics and science as well as improve understanding of engineering and technology. Given this background, a reasonable question is whether standards would improve the quality and increase the amount of teaching and learning of engineering in K-12 education. The book concludes that, although it is theoretically possible to develop standards for K-12 engineering education, it would be extremely difficult to ensure their usefulness and effective implementation. This conclusion is supported by the following findings: (1) there is relatively limited experience with K-12 engineering education in U.S. elementary and secondary schools, (2) there is not at present a critical mass of teachers qualified to deliver engineering instruction, (3) evidence regarding the impact of standards-based educational reforms on student learning in other subjects, such as mathematics and science, is inconclusive, and (4) there are significant barriers to introducing stand-alone standards for an entirely new content area in a curriculum already burdened with learning goals in more established domains of study. %0 Book %A National Research Council %E Beatty, Alexandra %T Best Practices for State Assessment Systems, Part I: Summary of a Workshop %@ 978-0-309-15381-2 %D 2010 %U https://nap.nationalacademies.org/catalog/12906/best-practices-for-state-assessment-systems-part-i-summary-of %> https://nap.nationalacademies.org/catalog/12906/best-practices-for-state-assessment-systems-part-i-summary-of %I The National Academies Press %C Washington, DC %G English %K Education %P 94 %X Educators and policy makers in the United States have relied on tests to measure educational progress for more than 150 years. During the twentieth century, technical advances, such as machines for automatic scoring and computer-based scoring and reporting, have supported states in a growing reliance on standardized tests for statewide accountability. State assessment data have been cited as evidence for claims about many achievements of public education, and the tests have also been blamed for significant failings. As standards come under new scrutiny, so, too, do the assessments that measure their results. The goal for this workshop, the first of two, was to collect information and perspectives on assessment that could be of use to state officials and others as they review current assessment practices and consider improvements. %0 Book %A National Research Council %E Ferreras, Ana %E Olson, Steve %E Sztein, A. Ester %T The Teacher Development Continuum in the United States and China: Summary of a Workshop %@ 978-0-309-15163-4 %D 2010 %U https://nap.nationalacademies.org/catalog/12874/the-teacher-development-continuum-in-the-united-states-and-china %> https://nap.nationalacademies.org/catalog/12874/the-teacher-development-continuum-in-the-united-states-and-china %I The National Academies Press %C Washington, DC %G English %K Education %P 68 %X In 1999, Liping Ma published her book Knowing and Teaching Elementary Mathematics: Teachers' Understanding of Fundamental Mathematics in the United States and China, which probed the kinds of knowledge that elementary school teachers need to convey mathematical concepts and procedures effectively to their students. Later that year, Roger Howe, a member of the U.S. National Commission on Mathematics Instruction (USNC/MI), reviewed the book for the Notices of the American Mathematical Society, concluding that it 'has lessons for all educational policymakers.' Intrigued by the idea of superrank teachers, the USNC/MI sponsored a workshop entitled 'The Teacher Development Continuum in the United States and China'. The purpose of the workshop was to examine the structure of the mathematics teaching profession in the United States and China. The main presentations and discussion from the workshop are summarized in this volume. %0 Book %A National Research Council %E Schweitzer, Glenn E. %T U.S.-Iran Engagement in Science, Engineering, and Health (2000-2009): Opportunities, Constraints, and Impacts %@ 978-0-309-15574-8 %D 2010 %U https://nap.nationalacademies.org/catalog/12921/us-iran-engagement-in-science-engineering-and-health-2000-2009 %> https://nap.nationalacademies.org/catalog/12921/us-iran-engagement-in-science-engineering-and-health-2000-2009 %I The National Academies Press %C Washington, DC %G English %K Policy for Science and Technology %K Health and Medicine %P 106 %X During the first decade of the 21st century, the National Academies, working with a number of partner organizations in Iran, carried out a program of U.S.-Iran engagement in science, engineering, and health (herein referred to as science engagement). This book reviews important aspects of the science engagement program, including: (a) objectives of the program, (b) opportunities and constraints in developing the program, and (c) scientific and political impacts of the activities. Suggestions for future activities that draw on the conclusions and recommendations that have emerged from workshops and other types of interactions are set forth. Of course, the political turmoil within Iran and uncertainties as to the direction of U.S.-Iran government-to-government relations will undoubtedly complicate initiation and implementation of new science engagement activities in the near term. At the same time, many American and Iranian participants and important government officials in the United States and Iran have believed that science engagement can contribute to the evolution of an improved political environment for development of less adversarial relations between the two governments. %0 Book %A National Research Council %T Avoiding Technology Surprise for Tomorrow's Warfighter: Symposium 2010 %@ 978-0-309-15568-7 %D 2010 %U https://nap.nationalacademies.org/catalog/12919/avoiding-technology-surprise-for-tomorrows-warfighter-symposium-2010 %> https://nap.nationalacademies.org/catalog/12919/avoiding-technology-surprise-for-tomorrows-warfighter-symposium-2010 %I The National Academies Press %C Washington, DC %G English %K Conflict and Security Issues %P 62 %X The Symposium on Avoiding Technology Surprise for Tomorrow's Warfighter is a forum for consumers and producers of scientific and technical intelligence to exchange perspectives on the potential sources of emerging or disruptive technologies and behaviors, with the goal of improving the Department of Defense's technological warning capability. This volume summarizes the key themes identified in the second and most recent symposium, a two-day event held in Suffolk, Virginia, on April 28 and 29, 2010. The symposium combined presentations highlighting cutting-edge technology topics with facilitated discourse among all participants. Three categories of surprise were identified: breakthroughs in product and process technology, new uses of existing technology, and the unexpectedly rapid progression of a technology to operational use. The incorporation of an adversary's own culture, history, beliefs, and value systems into analyses also emerged in discussions as an important factor in reducing surprise. %0 Book %A National Research Council %E Brown, Lawrence D. %E Cohen, Michael L. %E Cork, Daniel L. %E Citro, Constance F. %T Envisioning the 2020 Census %@ 978-0-309-15115-3 %D 2010 %U https://nap.nationalacademies.org/catalog/12865/envisioning-the-2020-census %> https://nap.nationalacademies.org/catalog/12865/envisioning-the-2020-census %I The National Academies Press %C Washington, DC %G English %K Behavioral and Social Sciences %K Surveys and Statistics %P 362 %X Planning for the 2020 census is already beginning. This book from the National Research Council examines several aspects of census planning, including questionnaire design, address updating, non-response follow-up, coverage follow-up, de-duplication of housing units and residents, editing and imputation procedures, and several other census operations. This book recommends that the Census Bureau overhaul its approach to research and development. The report urges the Bureau to set cost and quality goals for the 2020 and future censuses, improving efficiency by taking advantage of new technologies. %0 Book %A Institute of Medicine %E Kumanyika, Shiriki K. %E Parker, Lynn %E Sim, Leslie J. %T Bridging the Evidence Gap in Obesity Prevention: A Framework to Inform Decision Making %@ 978-0-309-14989-1 %D 2010 %U https://nap.nationalacademies.org/catalog/12847/bridging-the-evidence-gap-in-obesity-prevention-a-framework-to %> https://nap.nationalacademies.org/catalog/12847/bridging-the-evidence-gap-in-obesity-prevention-a-framework-to %I The National Academies Press %C Washington, DC %G English %K Food and Nutrition %K Health and Medicine %P 336 %X To battle the obesity epidemic in America, health care professionals and policymakers need relevant, useful data on the effectiveness of obesity prevention policies and programs. Bridging the Evidence Gap in Obesity Prevention identifies a new approach to decision making and research on obesity prevention to use a systems perspective to gain a broader understanding of the context of obesity and the many factors that influence it. %0 Book %A Transportation Research Board %A National Academies of Sciences, Engineering, and Medicine %T Effective Public Involvement Using Limited Resources %D 2010 %U https://nap.nationalacademies.org/catalog/14411/effective-public-involvement-using-limited-resources %> https://nap.nationalacademies.org/catalog/14411/effective-public-involvement-using-limited-resources %I The National Academies Press %C Washington, DC %G English %K Transportation and Infrastructure %P 97 %X TRB’s National Cooperative Highway Research Program (NCHRP) Synthesis 407: Effective Public Involvement Using Limited Resources explores information about staff and agency experiences in the application of successful and cost-effective strategies and implementation techniques used to engage the public in the development of transportation plans and projects. The report also examines unsuccessful strategies. %0 Book %A Transportation Research Board %A National Academies of Sciences, Engineering, and Medicine %T Aviation Workforce Development Practices %D 2010 %U https://nap.nationalacademies.org/catalog/14368/aviation-workforce-development-practices %> https://nap.nationalacademies.org/catalog/14368/aviation-workforce-development-practices %I The National Academies Press %C Washington, DC %G English %K Transportation and Infrastructure %P 36 %X TRB’s Airport Cooperative Research Program (ACRP) Synthesis 18: Aviation Workforce Development Practices explores airport operating entity jobs and related skill sets needed to perform those jobs. The report also identifies potential ways to gain training on the skill sets needed to fulfill airport-related jobs and notes gaps where skill sets, and educational and advancement opportunities, may exist.ErrataOn page 13 of ACRP Synthesis 18, the first paragraph under the heading Accredited Airport Executive (AAE) and Certified Member (CM) Programs was incomplete. The paragraph should read:"The AAAE’s accredited airport executive program is widely accepted in the industry as one of the standard programs for developing executive-level airport professionals. To satisfy the written requirement, a candidate may choose to write a research paper on an approved topic, take and pass a proctored essay examination, write a case study on an approved topic, or submit documentation of a completed master’s degree. Candidates do have access to an AAAE staff member for support while completing the written requirement; however, staff does not help candidates develop research for their written report. The Academic Relations Committee sponsors a mentor program pairing already accredited professionals with student members of the association. The South Central Chapter sponsors a week-long Academy to help prepare candidates for the multiple choice exam. There are three academies each year. Members of the AAAE Academic Relations Committee include AAAE members."TRB publication errata information is available online. %0 Book %A Institute of Medicine %T Redesigning Continuing Education in the Health Professions %@ 978-0-309-14078-2 %D 2010 %U https://nap.nationalacademies.org/catalog/12704/redesigning-continuing-education-in-the-health-professions %> https://nap.nationalacademies.org/catalog/12704/redesigning-continuing-education-in-the-health-professions %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %K Education %P 296 %X Today in the United States, the professional health workforce is not consistently prepared to provide high quality health care and assure patient safety, even as the nation spends more per capita on health care than any other country. The absence of a comprehensive and well-integrated system of continuing education (CE) in the health professions is an important contributing factor to knowledge and performance deficiencies at the individual and system levels. To be most effective, health professionals at every stage of their careers must continue learning about advances in research and treatment in their fields (and related fields) in order to obtain and maintain up-to-date knowledge and skills in caring for their patients. Many health professionals regularly undertake a variety of efforts to stay up to date, but on a larger scale, the nation's approach to CE for health professionals fails to support the professions in their efforts to achieve and maintain proficiency. Redesigning Continuing Education in the Health Professions illustrates a vision for a better system through a comprehensive approach of continuing professional development, and posits a framework upon which to develop a new, more effective system. The book also offers principles to guide the creation of a national continuing education institute. %0 Book %A National Research Council %E Olson, Steve %T The Role of Human Factors in Home Health Care: Workshop Summary %@ 978-0-309-15629-5 %D 2010 %U https://nap.nationalacademies.org/catalog/12927/the-role-of-human-factors-in-home-health-care-workshop %> https://nap.nationalacademies.org/catalog/12927/the-role-of-human-factors-in-home-health-care-workshop %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %K Behavioral and Social Sciences %P 322 %X The rapid growth of home health care has raised many unsolved issues and will have consequences that are far too broad for any one group to analyze in their entirety. Yet a major influence on the safety, quality, and effectiveness of home health care will be the set of issues encompassed by the field of human factors research—the discipline of applying what is known about human capabilities and limitations to the design of products, processes, systems, and work environments. To address these challenges, the National Research Council began a multidisciplinary study to examine a diverse range of behavioral and human factors issues resulting from the increasing migration of medical devices, technologies, and care practices into the home. Its goal is to lay the groundwork for a thorough integration of human factors research with the design and implementation of home health care devices, technologies, and practices. On October 1 and 2, 2009, a group of human factors and other experts met to consider a diverse range of behavioral and human factors issues associated with the increasing migration of medical devices, technologies, and care practices into the home. This book is a summary of that workshop, representing the culmination of the first phase of the study. %0 Book %A National Research Council %T Data on Federal Research and Development Investments: A Pathway to Modernization %@ 978-0-309-14523-7 %D 2010 %U https://nap.nationalacademies.org/catalog/12772/data-on-federal-research-and-development-investments-a-pathway-to %> https://nap.nationalacademies.org/catalog/12772/data-on-federal-research-and-development-investments-a-pathway-to %I The National Academies Press %C Washington, DC %G English %K Behavioral and Social Sciences %K Policy for Science and Technology %K Surveys and Statistics %P 120 %X Two surveys of the National Science Foundation's Division of Science Resources Statistics (SRS) provide some of the most significant data available to understand research and development spending and policy in the United States. These are the Survey of Federal Funds for Research and Development and the Survey of Federal Science and Engineering Support to Universities, Colleges, and Nonprofit Institutions. These surveys help reach conclusions about fundamental policy questions, such as whether a given field of research is adequately funded, whether funding is balanced among fields, and whether deficiencies in funding may be contributing to a loss of U.S. scientific or economic competitiveness. However, the survey data are of insufficient quality and timeliness to support many of the demands put on them. In addition the surveys are increasingly difficult to conduct in times of constrained resources, and their technological, procedural, and conceptual infrastructure has not been modernized for procedure or content. Data on Federal Research and Development Investments reviews the uses and collection of data on federal funds and federal support for science and technology and recommends future directions for the program based on an assessment of these uses and the adequacy of the surveys. The book also considers the classification structure, or taxonomy, for the fields of science and engineering. %0 Book %T Frontiers of Engineering: Reports on Leading-Edge Engineering from the 2009 Symposium %@ 978-0-309-14818-4 %D 2010 %U https://nap.nationalacademies.org/catalog/12821/frontiers-of-engineering-reports-on-leading-edge-engineering-from-the %> https://nap.nationalacademies.org/catalog/12821/frontiers-of-engineering-reports-on-leading-edge-engineering-from-the %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %K Engineering and Technology %P 176 %X In 1995, the National Academy of Engineering initiated the Frontiers of Engineering Program, which brings together about 100 young engineering leaders at annual symposia to learn about cutting-edge research and technical work in a variety of engineering fields. The 2009 U.S. Frontiers of Engineering Symposium was held at The National Academies' Arnold O. and Mabel Beckman Center on September 10-12. Speakers were asked to prepare extended summaries of their presentations, which are reprinted in this volume. The intent of this book is to convey the excitement of this unique meeting and to highlight cutting-edge developments in engineering research and technical work. %0 Book %A National Research Council %E Stern, Paul C. %E Kasperson, Roger E. %T Facilitating Climate Change Responses: A Report of Two Workshops on Knowledge from the Social and Behavioral Sciences %@ 978-0-309-16032-2 %D 2010 %U https://nap.nationalacademies.org/catalog/12996/facilitating-climate-change-responses-a-report-of-two-workshops-on %> https://nap.nationalacademies.org/catalog/12996/facilitating-climate-change-responses-a-report-of-two-workshops-on %I The National Academies Press %C Washington, DC %G English %K Environment and Environmental Studies %K Earth Sciences %P 174 %X The William and Flora Hewlett Foundation, understanding the need for policy makers at the national level to entrain the behavioral and social sciences in addressing the challenges of global climate change, called on the National Research Council to organize two workshops to showcase some of the decision-relevant contributions that these sciences have already made and can advance with future efforts. The workshops focused on two broad areas: (1) mitigation (behavioral elements of a strategy to reduce the net future human influence on climate) and (2) adaptation (behavioral and social determinants of societal capacity to minimize the damage from climate changes that are not avoided). Facilitating Climate Change Responses documents the information presented in the workshop presentations and discussions. This material illustrates some of the ways the behavioral and social sciences can contribute to the new era of climate research. %0 Book %A National Research Council %E Farrington, John W. %E Feder, Michael A. %T NOAA's Education Program: Review and Critique %@ 978-0-309-15123-8 %D 2010 %U https://nap.nationalacademies.org/catalog/12867/noaas-education-program-review-and-critique %> https://nap.nationalacademies.org/catalog/12867/noaas-education-program-review-and-critique %I The National Academies Press %C Washington, DC %G English %K Earth Sciences %K Education %P 198 %X There is a national need to educate the public about the ocean, coastal resources, atmosphere and climate. The National Oceanic and Atmospheric Administration (NOAA), the agency responsible for understanding and predicting changes in the Earth's environment and conserving and managing coastal and marine resources to meet the nation's economic, social and environmental needs, has a broad mandate to engage and coordinate education initiatives on these topics. Since its creation in 1970, the NOAA has supported a variety of education projects that cover a range of topics related to the agency's scientific and stewardship mission. NOAA uses formal and informal learning environments to enhance understanding of science, technology, engineering and mathematics (STEM) and to advance environmental education. The work of this agency overlaps and compliments the missions of other federal agencies, institutions of higher education, private and nonprofit organizations. Coordination among these agencies and organizations has been challenging. Limited education resources and the inherently global nature of NOAA's mission make strategic partnerships critical in order for the agency to accomplish its goals. Additionally, clear education goals, planning, and strategic use of resources are critical aspects for effective partnerships. NOAA's Education Program: Review and Critique provides a summary of the national education context for NOAA's role in education which is twofold: first is to advance the environmental literacy of the nation, and second is to promote a diverse workforce in ocean, coastal, Great Lakes, atmospheric and climate sciences. The book also describes the strengths and weaknesses of the education strategic plan, the education evaluation approach of the agency and strategies for improving the evaluation process. %0 Book %A Transportation Research Board %A Transportation Research Board %E Campbell, John L %E Richard, Christian M %E Brown, James L %E Graham, Jerry L %E Lichty, Monica G %T Human Factors Guidelines for Road Systems - Collection C: Chapters 16, 17, 18, 19, 20, 22 (Tutorials 4, 5, 6), 23 (Updated), 24, 25, 26 (Updated) %D 2010 %U https://nap.nationalacademies.org/catalog/14396/human-factors-guidelines-for-road-systems-collection-c-chapters-16-17-18-19-20-22-tutorials-4-5-6-23-updated-24-25-26-updated %> https://nap.nationalacademies.org/catalog/14396/human-factors-guidelines-for-road-systems-collection-c-chapters-16-17-18-19-20-22-tutorials-4-5-6-23-updated-24-25-26-updated %I The National Academies Press %C Washington, DC %G English %K Transportation and Infrastructure %P 111 %X TRB's National Cooperative Highway Research Program (NCHRP) Report 600C, Human Factors Guidelines for Road Systems, Collection C--including Chapters 16, 17, 18, 19, 20, 22 (Tutorials 4, 5, 6), 23 (Updated), 24, 25, 26 (Updated)--explores human factors principles and findings for consideration by highway designers and traffic engineers. The report is designed to help the nonexpert in human factors to consider more effectively the roadway user's capabilities and limitations in the design and operation of highway facilities. NCHRP Report 600A (Chapters 1 through 5, 10, 11, 13, 22 [Tutorials 1 and 2], 23, and 26); and NCHRP Report 600B (Chapters 6, 22 [Tutorial 3], and 23 [Updated]) are available online. Additional chapters, to be developed under NCHRP Project 17-41 according to the priorities established by the project panel, are expected in late 2010.