Teachers and Teaching

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The Study of Teacher Preparation Programs in the United States began through a Congressional Mandate directing the U.S. Institute of Education Sciences to contract with the National Research Council (NRC) to conduct a $1.5 million study of teacher preparation programs in the United States. The project has also received a supplemental award of $250,000 from the Ewing Marion Kauffman Foundation. The Center for Education has brought together a committee of leading experts to provide an assessment and synthesis of the evidence associated with teacher preparation programs, in both traditional and alternative settings. The committee’s report is anticipated for release Spring 2008. Click here for more information on the study, committee, and meetings.

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Featured Report

	JUST PUBLISHED! Enhancing Professional Development for Teachers: Potential Uses of Information Technology, Report of a Workshop (2007) This report summarizes a workshop where more than 90 participants representing teacher leaders, professional development providers, education researchers, school administrators, and state policy makers discussed the potential of online teacher professional development (OTPD) to improve student learning through flexibility and versatility, development of community, and increased accountability. Read more about the workshop in the Teacher Advisory Council summer newsletter or click here for presentations from the workshop. Order Now | Read the Report Online

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

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More NRC Publications

	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
	Linking Mandatory Professional Development with High-Quality Teaching and Learning: Proceedings and Transcripts (2005) summarizes, on a CD, a workshop where participants explored the evidence around effective professional development for teachers. The CD can be ordered online at http://www.nap.edu/catalog/11518.html
	Next Steps in Mathematics Teacher Development: Report of a Workshop (2003) summarizes, on a CD, a workshop focused on the mathematical knowledge needed by high school teachers of mathematics, how teachers come to acquire that knowledge, and the roles that both pre- and in-service teacher development play in building a cadre of exemplary high school teachers of mathematics. The CD can be ordered online at http://www.nap.edu/catalog/10825.html
	Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering and Mathematics (2003) offers a vision for systematic evaluation of teaching practices and academic programs, with recommendations to the various stakeholders in higher education about how to achieve change. You may read and search the full text of this book online at http://www.nap.edu/catalog/10024.html
	Improving Undergraduate Instruction in Science, Technology, Engineering, and Mathematics: Report of a Workshop (2003) summarizes a workshop where participants explored the measures of undergraduate learning in STEM courses and the institutional characteristics that promote quality STEM education. You may read and search the full text of this book online at http://www.nap.edu/catalog/10711.html
	Who Are These People?: A Guide for Child Care Professionals (2003) offers helpful suggestions and practical guidance to child care providers, educators, and even interested parents -- based on key findings described in two reports on early childhood development and education from the National Academies From Neurons to Neighborhoods: The Science of Early Childhood Development and Eager to Learn: Educating Our Preschoolers. You may download this useful and informative booklet (PDF) from the National Academies Press at http://books.nap.edu/catalog.php?record_id=10696. The Spanish version (PDF).
	Attracting PhDs to K–12 Education: A Demonstration Program for Science, Mathematics, and Technology (2002) presents a proposal for a national demonstration program to determine how one might prepare PhDs to be productive members of the K–12 education community. You may read and search the full text of this book online at http://www.nap.edu/catalog.php?record_id=10433
	Studying Classroom Teaching as a Medium for Professional Development (2002) is record of a workshop that took place August 2000. MSEB and the U.S. National Commission on Mathematics Instruction, together with educators from the Japanese mathematical community, hosted this workshop on teacher development in Makuhari, Japan. The workshop considered the knowledge needed by mathematics teachers about content and instruction and the relation of these needs to the teacher development programs in the two countries. A videotape accompanies the book and includes video selections of classroom lessons and a Japanese post-lesson discussion. You may read and search the full text of this book online at http://www.nap.edu/catalog.php?record_id=10289. An online version of the workshop proceedings is also available.
	Knowing and Learning Mathematics for Teaching: Proceedings of a Workshop (2001) addresses two major topics of discussion: (1) What is the mathematical knowledge teachers need to know to teach? (2) How can teachers develop the mathematical knowledge they need to teach well? Mathematics teacher educators, mathematics education researchers, mathematicians, K–12 school supervisors, and classroom teachers explored these two questions by considering actual tasks of teaching practice, such as remodeling problems, analyzing student work, or managing discussions. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=10050
	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
	Early Childhood Intervention: Views from the Field: Report of a Workshop (2000) summarizes a workshop held June 1999 for researchers and practitioners to examine the underlying knowledge base that informs current best practices in early childhood services—from the prenatal period to school entry. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=9858
	Educating Teachers of Science, Mathematics, and Technology: New Practices for a New Millennium (2000) advocates partnerships among school districts, colleges, and universities, with contributions from scientists, mathematicians, teacher educators, and teachers and looks carefully at the status of the education reform movement and explores the motives for raising the bar for how well teachers teach and how well students learn. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=9832
	Starting Out Right: A Guide to Promoting Children's Reading Success (1999) discusses how best to help children succeed in reading and 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. A must read for specialists in primary education as well as pediatricians, childcare providers, tutors, literacy advocates, and parents. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=6014
	Serving the Needs of Pre-College Science and Mathematics Education: Impact of a Digital National Library on Teacher Education and Practice. Proceedings from a National Research Council Workshop (1999) summarizes a conference on how a digital library could benefit elementary and secondary school teachers. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=9584
	Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium (1997) summarizes some of the key themes, issues, and concerns presented at a symposium where representatives of state departments of education and major teacher education colleges met to discuss how to improve the preparation and credentialing of science teachers in ways that would reflect the principles set forth by the Standards. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=5592
	Science Teacher Preparation in an Era of Standards-Based Reform (1997) offers a vision of what science teacher preparation will look like in a standards-based program, and then recommends ways in which the National Science Foundation can mobilize the postsecondary education community to achieve these goals. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=9078
	The Role of Scientists in the Professional Development of Science Teachers (1996) 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. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=2310
	The Preparation of Teachers of Mathematics: Considerations and Challenges: A Letter Report (1996) was submitted at the request of NSF on how to effectively prepare individuals to teach mathematics and the current state and future needs of undergraduate education in the United States in mathematics, engineering, and technology. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=10055
	See the list of Teacher Preparation and Professional Development reports from the National Academies Press.

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