Center for Science, Mathematics, and Engineering Education's Books

Transforming Undergraduate Education in Science, Mathematics, Engineering, and Technology

By: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Science Education,Committee on Undergraduate Science Education

Write a review Read reviews Take a Quiz Solve Book Puzzle

Transforming Undergraduate Education in Science, Mathematics, Engineering, and Technology

By: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Science Education,Committee on Undergraduate Science Education

Today's undergraduate studentsâ€"future leaders, policymakers, teachers, and citizens, as well as scientists and engineersâ€"will need to make important decisions based on their understanding of scientific and technological concepts. However, many undergraduates in the United States do not study science, mathematics, engineering, or technology (SME&T) for more than one year, if at all. Additionally, many of the SME&T courses that students take are focused on one discipline and often do not give students an understanding about how disciplines are interconnected or relevant to students' lives and society. To address these issues, the National Research Council convened a series of symposia and forums of representatives from SME&T educational and industrial communities. Those discussions contributed to this book, which provides six vision statements and recommendations for how to improve SME&T education for all undergraduates. The book addresses pre-college preparation for students in SME&T and the joint roles and responsibilities of faculty and administrators in arts and sciences and in schools of education to better educate teachers of K-12 mathematics, science, and technology. It suggests how colleges can improve and evaluate lower-division undergraduate courses for all students, strengthen institutional infrastructures to encourage quality teaching, and better prepare graduate students who will become future SME&T faculty.

Average ratings

N/A

Write a review

Solve jigsaw puzzle

Age

Page Count

128

Publisher

National Academies Press

Published Date

ISBN 10

0309062942

ISBN 13

9780309062947

Every Child a Scientist

Achieving Scientific Literacy for All

By: Division of Behavioral and Social Sciences and Education,Board on Science Education,Center for Science, Mathematics, and Engineering Education Staff

Write a review Read reviews Take a Quiz Solve Book Puzzle

Every Child a Scientist

Achieving Scientific Literacy for All

By: Division of Behavioral and Social Sciences and Education,Board on Science Education,Center for Science, Mathematics, and Engineering Education Staff

As more schools begin to implement the National Science Education Standards, adults who care about the quality of K-12 science education in their communities may want to help their local schools make the transition. This booklet 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. Center for Science, Mathematics, and Engineering Education Staff; 1998, 32 pages, 8.5 x 11, single copy, $10.00; 2-9 copies, $7.00 each; 10 or more copies, $4.50 each (no other discounts apply).

Average ratings

N/A

Write a review

Solve jigsaw puzzle

Age

Page Count

Publisher

National Academies Press

Published Date

ISBN 10

0309059860

ISBN 13

9780309059862

Developing a Digital National Library for Undergraduate Science, Mathematics, Engineering and Technology Education

Report of a Workshop

By: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Science Education,Steering Committee for Developing a Digital National Library for Undergraduate Science, Mathematics, Engineering, and Technology Education

Write a review Read reviews Take a Quiz Solve Book Puzzle

Developing a Digital National Library for Undergraduate Science, Mathematics, Engineering and Technology Education

Report of a Workshop

In 1996, the National Science Foundation (NSF) released a report about ways to improve undergraduate science, mathematics, engineering, and technology (SME&T) education. One recommendation called for establishing a digital library, similar to those that are being constructed for many research communities, that would make available electronically a wide variety of materials for improving teaching and learning of SME&T. The NSF asked the National Research Council to examine the feasibility of and issues associated with establishing such a digital national library. In response, an NRC steering committee commissioned a series of papers and convened a workshop to consider these issues. This resulting book delineates the issues that should be considered and provides recommendations to resolve them prior to committing funds.

Average ratings

N/A

Write a review

Solve jigsaw puzzle

Age

Page Count

140

Publisher

National Academies Press

Published Date

ISBN 10

0309059771

ISBN 13

9780309059770

Improving Undergraduate Instruction in Science, Technology, Engineering, and Mathematics

Report of a Workshop

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Committee on Undergraduate Science Education,Steering Committee on Criteria and Benchmarks for Increased Learning from Undergraduate STEM Instruction

Write a review Read reviews Take a Quiz Solve Book Puzzle

Improving Undergraduate Instruction in Science, Technology, Engineering, and Mathematics

Report of a Workshop

Participants in this workshop were asked to explore three related questions: (1) how to create measures of undergraduate learning in STEM courses; (2) how such measures might be organized into a framework of criteria and benchmarks to assess instruction; and (3) how such a framework might be used at the institutional level to assess STEM courses and curricula to promote ongoing improvements. The following issues were highlighted: Effective science instruction identifies explicit, measurable learning objectives. Effective teaching assists students in reconciling their incomplete or erroneous preconceptions with new knowledge. Instruction that is limited to passive delivery of information requiring memorization of lecture and text contents is likely to be unsuccessful in eliciting desired learning outcomes. Models of effective instruction that promote conceptual understanding in students and the ability of the learner to apply knowledge in new situations are available. Institutions need better assessment tools for evaluating course design and effective instruction. Deans and department chairs often fail to recognize measures they have at their disposal to enhance incentives for improving education. Much is still to be learned from research into how to improve instruction in ways that enhance student learning.

Average ratings

N/A

Write a review

Solve jigsaw puzzle

Age

Page Count

176

Publisher

National Academies Press

Published Date

ISBN 10

0309167957

ISBN 13

9780309167956

Science for All Children

A Guide to Improving Elementary Science Education in Your School District

By: National Science Resources Center of the National Academy of Sciences and the Smithsonian Institution,Center for Science, Mathematics, and Engineering Education

Write a review Read reviews Take a Quiz Solve Book Puzzle

Science for All Children

A Guide to Improving Elementary Science Education in Your School District

By: National Science Resources Center of the National Academy of Sciences and the Smithsonian Institution,Center for Science, Mathematics, and Engineering Education

Remember the first time you planted a seed and watched it sprout? Or explored how a magnet attracted a nail? If these questions bring back memories of joy and wonder, then you understand the idea behind inquiry-based scienceâ€"an approach to science education that challenges children to ask questions, solve problems, and develop scientific skills as well as gain knowledge. Inquiry-based science is based on research and experience, both of which confirm that children learn science best when they engage in hands-on science activities rather than read from a textbook. The recent National Science Education Standards prepared by the National Research Council call for a revolution in science education. They stress that the science taught must be based on active inquiry and that science should become a core activity in every grade, starting in kindergarten. This easy-to-read and practical book shows how to bring about the changes recommended in the standards. It provides guidelines for planning and implementing an inquiry-based science program in any school district. The book is divided into three parts. "Building a Foundation for Change," presents a rationale for inquiry-based science and describes how teaching through inquiry supports the way children naturally learn. It concludes with basic guidelines for planning a program. School administrators, teachers, and parents will be especially interested in the second part, "The Nuts and Bolts of Change." This section describes the five building blocks of an elementary science program: Community and administrative support. A developmentally appropriate curriculum. Opportunities for professional development. Materials support. Appropriate assessment tools. Together, these five elements provide a working model of how to implement hands-on science. The third part, "Inquiry-Centered Science in Practice," presents profiles of the successful inquiry-based science programs in districts nationwide. These profiles show how the principles of hands-on science can be adapted to different school settings. If you want to improve the way science is taught in the elementary schools in your community, Science for All Children is an indispensable resource.

Average ratings

N/A

Write a review

Solve jigsaw puzzle

Age

Page Count

240

Publisher

National Academies Press

Published Date

ISBN 10

0309176298

ISBN 13

9780309176293

Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Committee on Recognizing, Evaluating, Rewarding, and Developing Excellence in Teaching of Undergraduate Science, Mathematics, Engineering, and Technology

Write a review Read reviews Take a Quiz Solve Book Puzzle

Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics

Economic, academic, and social forces are causing undergraduate schools to start a fresh examination of teaching effectiveness. Administrators face the complex task of developing equitable, predictable ways to evaluate, encourage, and reward good teaching in science, math, engineering, and technology. Evaluating, and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics 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. What is good undergraduate teaching? This book discusses how to evaluate undergraduate teaching of science, mathematics, engineering, and technology and what characterizes effective teaching in these fields. Why has it been difficult for colleges and universities to address the question of teaching effectiveness? The committee explores the implications of differences between the research and teaching cultures-and how practices in rewarding researchers could be transferred to the teaching enterprise. How should administrators approach the evaluation of individual faculty members? And how should evaluation results be used? The committee discusses methodologies, offers practical guidelines, and points out pitfalls. Evaluating, and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics provides a blueprint for institutions ready to build effective evaluation programs for teaching in science fields.

Average ratings

N/A

Write a review

Solve jigsaw puzzle

Age

Page Count

232

Publisher

National Academies Press

Published Date

ISBN 10

0309132940

ISBN 13

9780309132947

Introducing the National Science Education Standards, Booklet

By: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Science Education,Center for Science, Mathematics, and Engineering Education

Write a review Read reviews Take a Quiz Solve Book Puzzle

Introducing the National Science Education Standards, Booklet

By: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Science Education,Center for Science, Mathematics, and Engineering Education

Introducing the National Science Education Standards is a booklet that provides an overview and background of the vision and principles of the National Science Education Standards. Each of the six types of standards is described: content, teaching, assessment, professional development, program, and system. Designed for a general audience, Introducing the National Science Education Standards clarifies what the Standards are and responds to typical questions about them. It helps readers determine how the Standards could be useful to them.

Average ratings

N/A

Write a review

Solve jigsaw puzzle

Age

Page Count

Publisher

National Academies Press

Published Date

ISBN 10

0309062357

ISBN 13

9780309062350

Science for All Children

A Guide to Improving Elementary Science Education in Your School District

By: National Science Resources Center of the National Academy of Sciences and the Smithsonian Institution,Center for Science, Mathematics, and Engineering Education

Write a review Read reviews Take a Quiz Solve Book Puzzle

Science for All Children

A Guide to Improving Elementary Science Education in Your School District

By: National Science Resources Center of the National Academy of Sciences and the Smithsonian Institution,Center for Science, Mathematics, and Engineering Education

Average ratings

N/A

Write a review

Solve jigsaw puzzle

Age

Page Count

241

Publisher

National Academies Press

Published Date

ISBN 10

0309052971

ISBN 13

9780309052979

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

By: National Research Council,Center for Science, Mathematics, and Engineering Education

Write a review Read reviews Take a Quiz Solve Book Puzzle

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

By: National Research Council,Center for Science, Mathematics, and Engineering Education

In September 1998, the Math Science Education Board National held a Convocation on Middle Grades Mathematics that was co-sponsored by the National Council of Teachers of Mathematics, the National Middle School Association, and the American Educational Research Association. 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. This book discusses the challenges before the nation's mathematical sciences community to focus its energy on the improvement of middle grades mathematics education and to begin an ongoing national dialogue on middle grades mathematics education.

Average ratings

N/A

Write a review

Solve jigsaw puzzle

Age

Page Count

271

Publisher

National Academies Press

Published Date

ISBN 10

0309067979

ISBN 13

9780309067973

Enhancing Undergraduate Learning with Information Technology

A Workshop Summary

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education

Write a review Read reviews Take a Quiz Solve Book Puzzle

Enhancing Undergraduate Learning with Information Technology

A Workshop Summary

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education

Enhancing Undergraduate Learning with Information Technology reports on a meeting of scientists, policy makers, and researchers convened to discuss new approaches to undergraduate science, mathematics, and technology education. The goal of the workshop was to inform workshop participants and the public about issues surrounding the use of information technology in education. To reach this goal, the workshop participants paid particular attention to the following issues: What educational technologies currently exist and how they are being used to transform undergraduate science, engineering, mathematics, and technology education; What is known about the potential future impact of information technology on teaching and learning at the undergraduate level; How to evaluate the impact of information technology on teaching and learning; and What the future might hold.

Average ratings

N/A

Write a review

Solve jigsaw puzzle

Age

Page Count

111

Publisher

National Academies Press

Published Date

ISBN 10

0309082781

ISBN 13

9780309082785

Keeping Score

By: National Research Council,Center for Science, Mathematics, and Engineering Education,Mathematical Sciences Education Board,Ann Shannon

Write a review Read reviews Take a Quiz Solve Book Puzzle

Keeping Score

By: National Research Council,Center for Science, Mathematics, and Engineering Education,Mathematical Sciences Education Board,Ann Shannon

Curriculum reform, performance assessment, standards, portfolios, and high stakes testing-what's next? What does this all mean for me in my classroom? Many teachers have asked such questions since mathematics led the way in setting standards with the publication of the Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics [NCTM], 1989). This seminal document and others that followed served as catalysts for mathematics education reform, giving rise to new initiatives related to curriculum, instruction, and assessment over the past decade. In particular, approaches to classroom, school, and district-wide assessment have undergone a variety of changes as educators have sought to link classroom teaching to appropriate assessment opportunities. Since the publication of Everybody Counts (National Research Council [NRC], 1989), the Mathematical Sciences Education Board (MSEB) has dedicated its efforts to the improvement of mathematics education. A national summit on assessment led to the publication of For Good Measure (NRC, 1991). This statement of goals and objectives for assessment in mathematics was followed by Measuring Up (NRC, 1993a), which provided prototypical fourth-grade performance assessment tasks linked to the goals of the NCTM's Curriculum and Evaluation Standards. Measuring What Counts (NRC, 1993b) demonstrated the importance of mathematics content, learning, and equity as they relate to assessment. The MSEB is now prepared to present perspectives on issues in mathematics education assessment for those most directly engaged in implementing the reform initiatives on a daily basis-classroom teachers, school principals, supervisors, and others in school-based settings.

Average ratings

N/A

Write a review

Solve jigsaw puzzle

Age

Page Count

Publisher

National Academies Press

Published Date

ISBN 10

0309184398

ISBN 13

9780309184397

Resources for Teaching Middle School Science

By: Smithsonian Institution,National Academy of Engineering,National Science Resources Center of the National Academy of Sciences,Institute of Medicine

Write a review Read reviews Take a Quiz Solve Book Puzzle

Resources for Teaching Middle School Science

By: Smithsonian Institution,National Academy of Engineering,National Science Resources Center of the National Academy of Sciences,Institute of Medicine

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 areaâ€"Physical Science, Life Science, Environmental Science, Earth and Space Science, and Multidisciplinary and Applied Science. They are also grouped by typeâ€"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 indexedâ€"and the only guide of its kindâ€"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.

Average ratings

N/A

Write a review

Solve jigsaw puzzle

Age

Page Count

496

Publisher

National Academies Press

Published Date

ISBN 10

0309174740

ISBN 13

9780309174749

Educating Teachers of Science, Mathematics, and Technology

New Practices for the New Millennium

By: National Research Council,Center for Education,Committee on Science and Mathematics Teacher Preparation

Write a review Read reviews Take a Quiz Solve Book Puzzle

Educating Teachers of Science, Mathematics, and Technology

New Practices for the New Millennium

By: National Research Council,Center for Education,Committee on Science and Mathematics Teacher Preparation

Each new headline about American students' poor performance in math and science leads to new calls for reform in teaching. Education Teachers of Science, Mathematics, and Technology puts the whole picture together by synthesizing what we know about the quality of math and science teaching, drawing conclusions about why teacher preparation needs reform, and then outlining recommendations for accomplishing the most important goals before us. As a framework for addressing the task, the book advocates partnerships among school districts, colleges, and universities, with contributions from scientists, mathematicians, teacher educators, and teachers. It then 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. Also examined are important issues in teacher professionalism: what teachers should be taught about their subjects, the utility of in-service education, the challenge of program funding, and the merits of credentialing. Professional Development Schools are reviewed and vignettes presented that describe exemplary teacher development practices.

Average ratings

N/A

Write a review

Solve jigsaw puzzle

Age

Page Count

232

Publisher

National Academies Press

Published Date

ISBN 10

0309171989

ISBN 13

9780309171984

The Nature and Role of Algebra in the K-14 Curriculum

Proceedings of a National Symposium

By: Center for Science, Mathematics, and Engineering Education,National Council of Teachers of Mathematics and Mathematical Sciences Education Board,National Research Council

Write a review Read reviews Take a Quiz Solve Book Puzzle

The Nature and Role of Algebra in the K-14 Curriculum

Proceedings of a National Symposium

By: Center for Science, Mathematics, and Engineering Education,National Council of Teachers of Mathematics and Mathematical Sciences Education Board,National Research Council

With the 1989 release of Everybody Counts by the Mathematical Sciences Education Board (MSEB) of the National Research Council and the Curriculum and Evaluation Standards for School Mathematics by the National Council of Teachers of Mathematics (NCTM), the "standards movement" in K-12 education was launched. Since that time, the MSEB and the NCTM have remained committed to deepening the public debate, discourse, and understanding of the principles and implications of standards-based reform. One of the main tenets in the NCTM Standards is commitment to providing high-quality mathematical experiences to all students. Another feature of the Standards is emphasis on development of specific mathematical topics across the grades. In particular, the Standards emphasize the importance of algebraic thinking as an essential strand in the elementary school curriculum. Issues related to school algebra are pivotal in many ways. Traditionally, algebra in high school or earlier has been considered a gatekeeper, critical to participation in postsecondary education, especially for minority students. Yet, as traditionally taught, first-year algebra courses have been characterized as an unmitigated disaster for most students. There have been many shifts in the algebra curriculum in schools within recent years. Some of these have been successful first steps in increasing enrollment in algebra and in broadening the scope of the algebra curriculum. Others have compounded existing problems. Algebra is not yet conceived of as a K-14 subject. Issues of opportunity and equity persist. Because there is no one answer to the dilemma of how to deal with algebra, making progress requires sustained dialogue, experimentation, reflection, and communication of ideas and practices at both the local and national levels. As an initial step in moving from national-level dialogue and speculations to concerted local and state level work on the role of algebra in the curriculum, the MSEB and the NCTM co-sponsored a national symposium, "The Nature and Role of Algebra in the K-14 Curriculum," on May 27 and 28, 1997, at the National Academy of Sciences in Washington, D.C.

Average ratings

N/A

Write a review

Solve jigsaw puzzle

Age

Page Count

206

Publisher

National Academies Press

Published Date

ISBN 10

0309522455

ISBN 13

9780309522458

Measuring the 21st Century Science and Engineering Workforce Population

Evolving Needs

By: National Academies of Sciences, Engineering, and Medicine,Division of Behavioral and Social Sciences and Education,Committee on National Statistics,Panel to Evaluate the National Center for Science and Engineering Statistics Approach to Measuring the Science and Engineering Workforce

Write a review Read reviews Take a Quiz Solve Book Puzzle

Measuring the 21st Century Science and Engineering Workforce Population

Evolving Needs

The National Science Foundation's National Center for Science and Engineering Statistics (NCSES), one of the nation's principal statistical agencies, is charged to collect, acquire, analyze, report, and disseminate statistical data related to the science and engineering enterprise in the United States and other nations that is relevant and useful to practitioners, researchers, policymakers, and to the public. NCSES data, based primarily on several flagship surveys, have become the major evidence base for American science and technology policy, and the agency is well respected globally for these data. This report assesses and provides guidance on NCSES's approach to measuring the science and engineering workforce population in the United States. It also proposes a framework for measuring the science and engineering workforce in the next decade and beyond, with flexibility to examine emerging issues related to this unique population while at the same time allowing for stability in the estimation of key trends

Average ratings

N/A

Write a review

Solve jigsaw puzzle

Age

Page Count

213

Publisher

National Academies Press

Published Date

ISBN 10

0309469139

ISBN 13

9780309469135

Attracting Science and Mathematics Ph.D.s to Secondary School Education

By: Center for Education,Office of Scientific and Engineering Personnel Advisory Committee,Committee on Attracting Science and Mathematics Ph.D.s to Secondary School Teaching

Write a review Read reviews Take a Quiz Solve Book Puzzle

Attracting Science and Mathematics Ph.D.s to Secondary School Education

By: Center for Education,Office of Scientific and Engineering Personnel Advisory Committee,Committee on Attracting Science and Mathematics Ph.D.s to Secondary School Teaching

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.

Average ratings

N/A

Write a review

Solve jigsaw puzzle

Age

Page Count

176

Publisher

National Academies Press

Published Date

ISBN 10

0309183588

ISBN 13

9780309183581

Attracting PhDs to K-12 Education

A Demonstration Program for Science, Mathematics, and Technology

By: National Research Council,Policy and Global Affairs,Division of Behavioral and Social Sciences and Education,Center for Education,Committee on Attracting Science and Mathematics PhDs to K-12 Education: From Analysis to Implementation

Write a review Read reviews Take a Quiz Solve Book Puzzle

Attracting PhDs to K-12 Education

A Demonstration Program for Science, Mathematics, and Technology

The National Research Council (NRC) has undertaken a three-phase project to explore the possibility of a program to attract science, mathematics and engineering PhDs to careers in K-12 education. The first phase of the project surveyed the interests of recent PhDs in science and mathematics in pursuing careers in secondary education. Analysis of the Phase I data suggests that a significant percentage of PhDs might be interested in pursuing careers in secondary education under some circumstances. This report from the second phase of the project 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. The proposed program is designed to help meet the needs of the nation's schools, while providing further career opportunities for recent PhDs in science, mathematics and engineering.

Average ratings

N/A

Write a review

Solve jigsaw puzzle

Age

Page Count

108

Publisher

National Academies Press

Published Date

ISBN 10

0309169275

ISBN 13

9780309169271

Inquiry and the National Science Education Standards

A Guide for Teaching and Learning

By: National Research Council,Center for Science, Mathematics, and Engineering Education,Committee on Development of an Addendum to the National Science Education Standards on Scientific Inquiry

Write a review Read reviews Take a Quiz Solve Book Puzzle

Inquiry and the National Science Education Standards

A Guide for Teaching and Learning

By: National Research Council,Center for Science, Mathematics, and Engineering Education,Committee on Development of an Addendum to the National Science Education Standards on Scientific Inquiry

Humans, especially children, are naturally curious. Yet, people often balk at the thought of learning scienceâ€"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 forâ€"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.

Average ratings

N/A

Write a review

Solve jigsaw puzzle

Age

Page Count

222

Publisher

National Academies Press

Published Date

ISBN 10

0309131960

ISBN 13

9780309131964

NASA's Elementary and Secondary Education Program

Review and Critique

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Board on Science Education,Committee for the Review and Evaluation of NASA's Precollege Education Program

Write a review Read reviews Take a Quiz Solve Book Puzzle

NASA's Elementary and Secondary Education Program

Review and Critique

The federal role in precollege science, technology, engineering, and mathematics (STEM) education is receiving increasing attention in light of the need to support public understanding of science and to develop a strong scientific and technical workforce in a competitive global economy. Federal science agencies, such as the National Aeronautics and Space Administration (NASA), are being looked to as a resource for enhancing precollege STEM education and bringing more young people to scientific and technical careers. For NASA and other federal science agencies, concerns about workforce and public understanding of science also have an immediate local dimension. The agency faces an aerospace workforce skewed toward those close to retirement and job recruitment competition for those with science and engineering degrees. In addition, public support for the agency's missions stems in part from public understanding of the importance of the agency's contributions in science, engineering, and space exploration. In the NASA authorization act of 2005 (P.L. 109-555 Subtitle B-Education, Sec. 614) Congress directed the agency to support a review and evaluation of its precollege education program to be carried out by the National Research Council (NRC). NASA's Elementary and Secondary Education Program: Review and Critique includes recommendations to improve the effectiveness of the program and addresses these four tasks: 1. an evaluation of the effectiveness of the overall program in meeting its defined goals and objectives; 2. an assessment of the quality and educational effectiveness of the major components of the program, including an evaluation of the adequacy of assessment metrics and data collection requirements available for determining the effectiveness of individual projects; 3. an evaluation of the funding priorities in the program, including a review of the funding level and trend for each major component of the program and an assessment of whether the resources made available are consistent with meeting identified goals and priorities; and 4. a determination of the extent and effectiveness of coordination and collaboration between NASA and other federal agencies that sponsor science, technology, and mathematics education activities.

Average ratings

N/A

Write a review

Solve jigsaw puzzle

Age

Page Count

162

Publisher

National Academies Press

Published Date

ISBN 10

0309178088

ISBN 13

9780309178082

Helping Children Learn Mathematics

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Mathematics Learning Study Committee

Write a review Read reviews Take a Quiz Solve Book Puzzle

Helping Children Learn Mathematics

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Mathematics Learning Study Committee

Results from national and international assessments indicate that school children in the United States are not learning mathematics well enough. Many students cannot correctly apply computational algorithms to solve problems. Their understanding and use of decimals and fractions are especially weak. Indeed, helping all children succeed in mathematics is an imperative national goal. However, for our youth to succeed, we need to change how we're teaching this discipline. Helping Children Learn Mathematics provides comprehensive and reliable information that will guide efforts to improve school mathematics from pre-kindergarten through eighth grade. The authors explain the five strands of mathematical proficiency and discuss 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, stressing the importance that everyone work together to ensure a mathematically literate society.

Average ratings

N/A

Write a review

Solve jigsaw puzzle

Age

Page Count

Publisher

National Academies Press

Published Date

ISBN 10

0309131987

ISBN 13

9780309131988

Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards

Report of a Symposium

By: National Research Council,Division of Behavioral and Social Sciences and Education,Teacher Advisory Council,Board on Science Education,Center for Science, Mathematics, and Engineering Education

Write a review Read reviews Take a Quiz Solve Book Puzzle

Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards

Report of a Symposium

By: National Research Council,Division of Behavioral and Social Sciences and Education,Teacher Advisory Council,Board on Science Education,Center for Science, Mathematics, and Engineering Education

In February, 1996, representatives of departments of education and major teacher education colleges in 39 states, the District of Columbia, the U.S. Virgin Islands, and the U.S. Department of Defense met at the National Academy of Sciences in Washington, D.C. to identify and discuss issues surrounding the preparation and credentialing of science teachers. Central to this symposium were the criteria identified by the National Science Education Standards for effective science teaching and effective professional development for science teachers. This synopsis is intended to encourage reflection by participants and their colleagues at the state level on the issues identified, reactions to those issues from a variety of perspectives, and strategies for addressing those issues as outlined by others. Responses include: (1) "The Need for Scientifically Literate Teachers" (Bruce Alberts); (2) "The Need for Reform in State Policy" (William Randall); (3) "The Need for Reform in Teacher Preparation Programs" (Robert Watson); (4) "Implications of the Standards for Teacher Preparation and Certification" (Pascal Forgione); (4) "Response to Dr. Forgione" (Angelo Collins); (5) "The Standards: A Guide for Systemic Reform" (Rodger Bybee); (6) "The Standards: A Guide for Professional Development" (Susan Loucks-Horsley); (7) "The Montana Systemic Teacher Education Preparation Project" (Robert Briggs and Elizabeth Charron); (8) "The Louisiana Collaborative for Excellence in the Preparation of Teachers" (Kerry Davidson, William Deese, Linda Ramsey, and Carolyn Talton); (9) "The Connecticut Science Education Assessment Program" (Michal Lomask and Raymond Pecheone); (10) "Reflections on Pre-service Education and Teachers' Needs" (William Badders and Celeste Pea); (11) "Response to the Teachers' Comments" (Arthur Wise); (12) "A Science Educator's Perspective on Teacher Education" (Paul Kuerbis); (13) "The Role of Undergraduate Science Courses in Teacher Preparation" (Patricia Simpson); (14) "A Principal's Perspective on the K-12 School's Role in Preparing Teachers" (Mary Ann Chung); (15) "A Perspective on the State's Role: Motivation and Policy" (William Randall); (16) "Concern, Collaboration, Coordination, and Communication" (Jane Butler Kahle); (17) "Response to Dr. Butler Kahle from the State Perspective" (Terry Janicki); and (18) "Closing Remarks and Challenge for Next Steps" (Virginia Pilato). (ASK)

Average ratings

N/A

Write a review

Solve jigsaw puzzle

Age

Page Count

Publisher

National Academies Press

Published Date

ISBN 10

0309056926

ISBN 13

9780309056922

Knowing and Learning Mathematics for Teaching

Proceedings of a Workshop

By: National Research Council,Mathematical Sciences Education Board,Center for Education,Mathematics Teacher Preparation Content Workshop Program Steering Committee

Write a review Read reviews Take a Quiz Solve Book Puzzle

Knowing and Learning Mathematics for Teaching

Proceedings of a Workshop

By: National Research Council,Mathematical Sciences Education Board,Center for Education,Mathematics Teacher Preparation Content Workshop Program Steering Committee

There are many questions about the mathematical preparation teachers need. Recent recommendations from a variety of sources state that reforming teacher preparation in postsecondary institutions is central in providing quality mathematics education to all students. The Mathematics Teacher Preparation Content Workshop examined this problem by considering two central questions: What is the mathematical knowledge teachers need to know in order to teach well? How can teachers develop the mathematical knowledge they need to teach well? The Workshop activities focused on using actual acts of teaching such as examining student work, designing tasks, or posing questions, as a medium for teacher learning. The Workshop proceedings, Knowing and Learning Mathematics for Teaching, is a collection of the papers presented, the activities, and plenary sessions that took place.

Average ratings

N/A

Write a review

Solve jigsaw puzzle

Age

Page Count

233

Publisher

National Academies Press

Published Date

ISBN 10

0309072522

ISBN 13

9780309072526

Planning for Two Transformations in Education and Learning Technology

Report of a Workshop

By: National Research Council,Division on Engineering and Physical Sciences,Computer Science and Telecommunications Board,Division of Behavioral and Social Sciences and Education,Board on Behavioral, Cognitive, and Sensory Sciences,Center for Education,Committee on Improving Learning with Information Technology

Write a review Read reviews Take a Quiz Solve Book Puzzle

Planning for Two Transformations in Education and Learning Technology

Report of a Workshop

In response to concerns about the continued unrealized potential of IT in K-12 education, the National Research Council's Division of Behavioral and Social Sciences and Education, Center for Education (CFE), Board on Behavioral, Cognitive, and Sensory Sciences (BBCSS), and Computer Science and Telecommunications Board (CSTB) undertook a collaborative project to help the IT, education research, and practitioner communities work together to find ways of improving the use of IT in K-12 education for the benefit of all students.

Average ratings

N/A

Write a review

Solve jigsaw puzzle

Age

Page Count

145

Publisher

National Academies Press

Published Date

ISBN 10

0309089549

ISBN 13

9780309089548

Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards

Report of a Symposium

By: National Research Council,Division of Behavioral and Social Sciences and Education,Teacher Advisory Council,Board on Science Education,Center for Science, Mathematics, and Engineering Education

Write a review Read reviews Take a Quiz Solve Book Puzzle

Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards

Report of a Symposium

By: National Research Council,Division of Behavioral and Social Sciences and Education,Teacher Advisory Council,Board on Science Education,Center for Science, Mathematics, and Engineering Education

Average ratings

N/A

Write a review

Solve jigsaw puzzle

Age

Page Count

Publisher

National Academies Press

Published Date

ISBN 10

0309056926

ISBN 13

9780309056922

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

By: National Research Council,Center for Science, Mathematics, and Engineering Education

Write a review Read reviews Take a Quiz Solve Book Puzzle

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

By: National Research Council,Center for Science, Mathematics, and Engineering Education

Average ratings

N/A

Write a review

Solve jigsaw puzzle

Age

Page Count

271

Publisher

National Academies Press

Published Date

ISBN 10

0309067979

ISBN 13

9780309067973

Science for All Children

A Guide to Improving Elementary Science Education in Your School District

By: Center for Science, Mathematics, and Engineering Education,National Science Resources Center of the National Academy of Sciences and the Smithsonian Institution

Write a review Read reviews Take a Quiz Solve Book Puzzle

Science for All Children

A Guide to Improving Elementary Science Education in Your School District

By: Center for Science, Mathematics, and Engineering Education,National Science Resources Center of the National Academy of Sciences and the Smithsonian Institution

Remember the first time you planted a seed and watched it sprout? Or explored how a magnet attracted a nail? If these questions bring back memories of joy and wonder, then you understand the idea behind inquiry-based science--an approach to science education that challenges children to ask questions, solve problems, and develop scientific skills as well as gain knowledge. Inquiry-based science is based on research and experience, both of which confirm that children learn science best when they engage in hands-on science activities rather than read from a textbook. The recent National Science Education Standards prepared by the National Research Council call for a revolution in science education. They stress that the science taught must be based on active inquiry and that science should become a core activity in every grade, starting in kindergarten. This easy-to-read and practical book shows how to bring about the changes recommended in the standards. It provides guidelines for planning and implementing an inquiry-based science program in any school district. The book is divided into three parts. "Building a Foundation for Change," presents a rationale for inquiry-based science and describes how teaching through inquiry supports the way children naturally learn. It concludes with basic guidelines for planning a program. School administrators, teachers, and parents will be especially interested in the second part, "The Nuts and Bolts of Change." This section describes the five building blocks of an elementary science program: Community and administrative support. A developmentally appropriate curriculum. Opportunities for professional development. Materials support. Appropriate assessment tools. Together, these five elements provide a working model of how to implement hands-on science. The third part, "Inquiry-Centered Science in Practice," presents profiles of the successful inquiry-based science programs in districts nationwide. These profiles show how the principles of hands-on science can be adapted to different school settings. If you want to improve the way science is taught in the elementary schools in your community, Science for All Children is an indispensable resource.

Average ratings

N/A

Write a review

Solve jigsaw puzzle

Age

Page Count

241

Publisher

National Academies Press

Published Date

ISBN 10

0309552818

ISBN 13

9780309552813

Science for All Children

A Guide to Improving Elementary Science Education in Your School District

By: National Science Resources Center of the National Academy of Sciences and the Smithsonian Institution,Center for Science, Mathematics, and Engineering Education

Write a review Read reviews Take a Quiz Solve Book Puzzle

Science for All Children

A Guide to Improving Elementary Science Education in Your School District

By: National Science Resources Center of the National Academy of Sciences and the Smithsonian Institution,Center for Science, Mathematics, and Engineering Education

Average ratings

N/A

Write a review

Solve jigsaw puzzle

Age

Page Count

241

Publisher

National Academies Press

Published Date

ISBN 10

0309052971

ISBN 13

9780309052979

Studying Classroom Teaching as a Medium for Professional Development

Proceedings of a U.S.-Japan Workshop

By: National Research Council,Policy and Global Affairs,Board on International Scientific Organizations,U.S. National Commission on Mathematics Instruction,Division of Behavioral and Social Sciences and Education,Center for Education,Mathematical Sciences Education Board

Write a review Read reviews Take a Quiz Solve Book Puzzle

Studying Classroom Teaching as a Medium for Professional Development

Proceedings of a U.S.-Japan Workshop

The Mathematical Sciences Education Board (MSEB) and the U.S. National Commission on Mathematics Instruction (USNCMI) took advantage of a unique opportunity to bring educators together. In August 2000, following the Ninth International Congress on Mathematics Education (ICME-9) in Makuhari, Japan, MSEB and USNCMI capitalized on the presence of mathematics educators in attendance from the United States and Japan by holding a two and a half-day workshop on the professional development of mathematics teachers. This workshop used the expertise of the participants from the two countries to develop a better, more flexible, and more useful understanding of the knowledge that is needed to teach well and how to help teachers to obtain this knowledge. A major focus of the workshop was to discuss teachers' opportunities in both societies-using teaching practice as a medium for professional development. Another focus of the workshop addressed practice by considering the records of teaching, including videos of classroom lessons and cases describing teachers and their work. These proceedings reflect the activities and discussion of the workshop using both print and video to enable others to share in their experience

Average ratings

N/A