K-12 Education

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	NEW PUBLICATION! Ready, Set, Science!: Putting Research to Work in K-8 Science Classrooms (2007), based on the recently released National Research Council report Taking Science to School: Learning and Teaching Science in Grades K-8, 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. Order Now
	Understanding and Improving K-12 Engineering Education in the United States is a collaboration between the National Academy of Engineering (NAE) and the Board on Science Education (BOSE) to provide guidance to key stakeholders regarding the creation and implementation of K-12 engineering curricula and instructional practices. A number of initiatives in the United States promote opportunities for K-12 students to learn engineering. For the most part, however, there is little evidence of what works, little agreement about how these efforts might be judged, and little understanding among the policy and practitioner communities about which initiatives sit on stronger or weaker theoretical foundations. This study will draw together the disparate informal science literatures, synthesize the state of knowledge, and articulate a common framework for the next generation of research on pre-college engineering education. Click here for more information on the study.

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Featured Reports

	Taking Science to School: Learning and Teaching in Science in Grades K-8 (2007) 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: 1) 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? 2) What role does non-school learning play in children s knowledge of science? 3) How can science education capitalize on children s natural curiosity? 4) What are the best tasks for books, lectures, and hands-on learning? and 5) 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 is 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. Order Now | Read the Report Online | Executive Summary PDF
	America’s Lab Report: Investigations in High School Science (2005) This report is an objective examination of high school science laboratories and looks at a range of questions about how laboratory experiences fit into U.S. high schools: 1) What is effective laboratory teaching? 2) What does research tell us about learning in high school science labs? 3) How should student learning in laboratory experiences be assessed? 4) Do all student have access to laboratory experiences? 5) What changes need to be made to improve laboratory experiences for high school students? And 6) How can school organization contribute to effective laboratory teaching? With increased attention to the U.S. education system and student outcomes, each component of this system warrants careful analysis. No part of the high school curriculum should escape scrutiny.  Based on the evidence, this report identifies a set of goals for science laboratories and outlines principles of instructional design that can help laboratory experiences achieve their intended learning outcomes.  The context and policy issues related to providing quality laboratory experiences are then considered and include attention to teacher preparation and professional development, laboratory facilities, school organization, and state standards. Order Now | Read the Report Online | Executive Summary PDF
	Systems of State Science Assessment (2005) In response to the No Child Left Behind Act of 2001 (NCLB), Systems for State Science Assessment explores the ideas and tools that are needed to assess science learning at the state level. This book provides a detailed examination of K-12 science assessment: looking specifically at what should be measured and how to measure it. The book is a critical resource for states that are designing and implementing science assessments to meet the 2007-2008 requirements of NCLB. In addition to offering important information for states, Systems for State Science Assessment provides policy makers, local schools, teachers, scientists, and parents with a broad view of the role of testing and assessment in science education. Order Now | Read the Report Online | Executive Summary PDF

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NRC Units with Projects/Reports in the Topic Center for Education Board on Children, Youth, and Families Board on Behavioral, Cognitive, and Sensory Sciences Board on Science Education Board on Testing and Assessment Mathematical Sciences Education Board Teacher Advisory Council

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More NRC Publications

	Learning to Think Spatially: GIS as a Support System in the K-12 Curriculum (2006) examines how spatial thinking might be incorporated into existing standards-based instruction across the school curriculum. You may read and search the full text of the book online at http://www.nap.edu/catalog/11019.html
	ICT Fluency and High Schools: A Workshop Summary (2006) summarizes a workshop which explored how the three components of ICT fluency identified in the report Being Fluent with Information Technology (1999) [intellectual capabilities, IT concepts, and IT skills] can be developed at the high-school level. You may read and search the full text of this book online at http://www.nap.edu/catalog/11709.html
	How Students Learn: History, Mathematics, and Science in the Classroom (2005) is the successor volume to the NRC landmark publication How People Learn, providing specific examples of how core principles and findings on learning can be used to guide instruction in three subjects at the elementary, middle, and high school levels. You may read and search the full text of the book online at http://books.nap.edu/catalog/10126.html
	How Students Learn: Mathematics in the Classroom (2005) 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. You may read and search the full text of the book online at http://books.nap.edu/catalog/11101.html
	How Students Learn: Science in the Classroom (2005) builds on the discoveries detailed in the best-selling How People Learn. 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. You may read and search the full text of the book online at http://books.nap.edu/catalog/11102.html
	How Students Learn: History in the Classroom (2005) builds on the discoveries detailed in the best-selling How People Learn. 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 also features illustrated suggestion for classroom activities. You may read and search the full text of the book online at http://books.nap.edu/catalog/11100.html
	On Evaluating Curricular Effectiveness: Judging the Quality of K-12 Mathematics Evaluations (2004) offers a framework for curriculum evaluation which should be most useful to curriculum developers and evaluators as well as to those who select mathematics curricular materials for their school districts or states. You may read and search the full text of this book online at http://books.nap.edu/catalog/11025.html
	Engaging Schools: Fostering High School Students' Motivation to Learn (2003) 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. Click here to download the report brief (PDF). You may read and search the full text of the book online at http://books.nap.edu/catalog.php?record_id=10421
	Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools (2002) looks at programs for advanced studies for high school students in the United States, with a particular focus on the Advanced Placement and the International Baccalaureate programs, and asks how advanced studies can be significantly improved in general. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=10129
	Community Programs to Promote Youth Development (2002) identifies characteristics of effective programs and recommends ways to encourage their expansion. Scout groups, after-school programs, and other community-based activities often play key roles in the lives of adolescents. How can researchers and program organizers ensure that such efforts are designed to successfully meet the social, emotional, and other needs of young people? You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=10022
	Helping Children Learn Mathematics (2002) explains the five strands of mathematical proficiency and discusses the major changes that need to be made in mathematics instruction, instructional materials, assessments, teacher education, and the broader educational system and answers some of the frequently asked questions when it comes to mathematics instruction. The book concludes by providing recommended actions for parents and caregivers, teachers, administrators, and policy makers. You may read and search the full text of this book online at http://www.nap.edu/catalog/10434.html
	Adding it Up: Helping Children Learn Mathematics (2001) 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. You may read and search the full text of this book online at http://www.nap.edu/catalog/9822.html
	Classroom Assessment and the National Science Education Standards (2001) focuses on a key kind of assessment— the evaluation that occurs regularly in the classroom, by the teacher and his or her students as interacting participants. The volume discusses how classroom assessment differs from conventional testing and grading—and how it fits into the larger, comprehensive assessment system. You may read and search the full text of this book online at http://www.nap.edu/catalog.php?record_id=9847
	Inquiry and the National Science Education Standards: A Guide for Teaching and Learning (2000) is a practical guide to teaching inquiry and teaching through inquiry, as recommended in the National Science Education Standards by explaining and illustrating how inquiry helps students to learn science content; mastering how to do science; understanding the nature of science; exploring the dimensions of teaching; and learning science as inquiry for K–12 students across a range of science topics. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=9596
	Mathematics Education in the Middle Grades: Teaching to Meet the Needs of Middle Grades Learners and to Maintain High Expectations: Proceedings of a National Convocation and Action Conferences (2000) summarizes a national convocation and three conferences that brought together mathematicians, teachers, and others to discuss ways to improve mathematics instruction and comprehension in the middle grades. The convocation was structured to present the teaching of middle school mathematics from two points of view: teaching mathematics with a focus on the subject matter content or teaching mathematics with a focus on the whole child and whole curriculum. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=9764
	Designing Mathematics or Science Curriculum Programs: A Guide for Using Mathematics and Science Education Standards (1999) offers guidelines that educators at state and district levels can use to develop multiyear, interconnected, and cumulative mathematics and science programs. When it comes to selecting mathematics and science instructional materials, school districts often have a smorgasbord of options. But educators seldom receive guidance on the most effective ways to assemble the materials to create coherent curricula. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=9658
	Selecting Instructional Materials: A Guide for K–12 Science (1999) provides educators and administrators with a tested procedure to evaluate and select K–12 science instructional materials that support high academic standards. The goal is to help school districts identify textbooks, lab manuals, science kits, and other instructional supplies that promote an in-depth understanding of scientific concepts among all students. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=9607
	Starting Out Right: A Guide to Promoting Children's Reading Success (1999) discusses how best to help children succeed in reading. The book includes 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. You may read and search the full text of the book online at http://books.nap.edu/catalog.php?record_id=6014
	Preventing Reading Difficulties in Young Children (1998) draws upon the expertise of psychologists, neurobiologists, and educators to establish clear recommendations on several prominent education controversies. This book explores how to prevent reading difficulties in the context of social, historical, cultural, and biological factors. You may read and search the full text of the book online at http://books.nap.edu/catalog.php?record_id=6023
	High School Mathematics at Work: Essays and Examples for the Education of All Students (1998), a collection of thought-provoking essays by educators, business leaders, and mathematicians, examines how a core high school or community college mathematics curriculum can prepare students for both formal education and immediate employment. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=5777
	The Nature and Role of Algebra in the K–14 Curriculum: Proceedings of a National Symposium (1998), a joint project with the National Council of Teachers of Mathematics, includes papers on the role of technology in teaching and learning algebra, examples of students’ algebraic thinking, and discussion of innovative instructional materials. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=6286
	Every Child a Scientist: Achieving Scientific Literacy for All (1998) provides guidance to parents and others, explains why high-quality science education is important for all children and young adults, and shows how the quality of school science programs can be measured. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=6005
	National Science Education Standards (1996) offers a coherent vision of what it means to be scientifically literate and describes what all students must understand and be able to do as a result of their cumulative learning experiences. The document integrates content, teaching, assessment, program, and system standards that are key to improving science education. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=4962
	See the list of K-12 Education reports from the National Academies Press.

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