Committee on Developments in the Science of Learning with additional material from the Committee on Learning Research and Educational Practice's Books

How People Learn

Brain, Mind, Experience, and School: Expanded Edition

By: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Behavioral, Cognitive, and Sensory Sciences,Committee on Developments in the Science of Learning with additional material from the Committee on Learning Research and Educational Practice

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How People Learn

Brain, Mind, Experience, and School: Expanded Edition

First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methodsâ€"to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.

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386

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National Academies Press

Published Date

ISBN 10

0309131979

ISBN 13

9780309131971

ICT Fluency and High Schools

A Workshop Summary

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Board on Science Education,Planning Committee on ICT Fluency and High School Graduation Outcomes

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ICT Fluency and High Schools

A Workshop Summary

Information and communications technology (ICT) pervades virtually all domains of modern life-educational, professional, social, and personal. Yet although there have been numerous calls for linkages that enable ICT competencies acquired in one domain to benefit another, this goal has largely remained unrealized. In particular, while technology skills and applications at work could be greatly enhanced by earlier complementary learning at school-particularly in K-12 education, a formative and influential stage in a person's life-little progress has been made on such linkages. At present, the curricula of most U.S. high schools focus on skills in the use of tools such as specific word-processing software or contemporary Internet search engines. Although these kinds of skills are certainly valuable-at least for a while-they comprise just one component, and the most rudimentary component, of ICT competencies. The National Academies held a workshop in October 2005 to address the specifics of ICT learning during the high school years would require an explicit effort to build on that report. The workshop was designed to extend the work begun in the report Being Fluent with Information Technology, which identified key components of ICT fluency and discussed their implications for undergraduate education. ICT Fluency and High Schools summarizes the workshop, which had three primary objectives: (1) to examine the need for updates to the ICT-fluency framework presented in the 1999 study; (2) to identify and analyze the most promising current efforts to provide in high schools many of the ICT competencies required not only in the workplace but also in people's day-to-day functioning as citizens; and (3) to consider what information or research is needed to inform efforts to help high school students develop ICT fluency.

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102

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National Academies Press

Published Date

ISBN 10

0309102464

ISBN 13

9780309102469

Supporting Students' College Success

The Role of Assessment of Intrapersonal and Interpersonal Competencies

By: National Academies of Sciences, Engineering, and Medicine,Division of Behavioral and Social Sciences and Education,Board on Testing and Assessment,Committee on Assessing Intrapersonal and Interpersonal Competencies

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Supporting Students' College Success

The Role of Assessment of Intrapersonal and Interpersonal Competencies

The importance of higher education has never been clearer. Educational attainmentâ€"the number of years a person spends in schoolâ€"strongly predicts adult earnings, as well as health and civic engagement. Yet relative to other developed nations, educational attainment in the United States is lagging, with young Americans who heretofore led the world in completing postsecondary degrees now falling behind their global peers. As part of a broader national college completion agenda aimed at increasing college graduation rates, higher education researchers and policy makers are exploring the role of intrapersonal and interpersonal competencies in supporting student success. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies identifies 8 intrapersonal competencies (competencies involving self-management and positive self-evaluation) that can be developed through interventions and appear to be related to persistence and success in undergraduate education. The report calls for further research on the importance of these competencies for college success, reviews current assessments of them and establishes priorities for the use of current assessments, and outlines promising new approaches for improved assessments.

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263

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National Academies Press

Published Date

ISBN 10

0309456088

ISBN 13

9780309456081

Systems for State Science Assessment

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Board on Testing and Assessment,Committee on Test Design for K-12 Science Achievement

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Systems for State Science Assessment

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Board on Testing and Assessment,Committee on Test Design for K-12 Science Achievement

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. Along with reading and mathematics, the testing of science is a key component of NCLBâ€"it is part of the national effort to establish challenging academic content standards and develop the tools to measure student progress toward higher achievement. The book will be 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.

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249

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National Academies Press

Published Date

ISBN 10

0309096626

ISBN 13

9780309096621

What Is the Influence of the National Science Education Standards?

Reviewing the Evidence, A Workshop Summary

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Committee on Science Education K-12,Steering Committee on Taking Stock of the National Science Education Standards: The Research

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What Is the Influence of the National Science Education Standards?

Reviewing the Evidence, A Workshop Summary

In 2001, with support from National Science Foundation, the National Research Council began a review of the evidence concerning whether or not the National Science Education Standards have had an impact on the science education enterprise to date, and if so, what that impact has been. This publication represents the second phase of a three-phase effort by the National Research Council to answer that broad and very important question. Phase I began in 1999 and was completed in 2001, with publication of Investigating the Influence of Standards: A Framework for Research in Mathematics, Science, and Technology Education (National Research Council, 2002). That report provided organizing principles for the design, conduct, and interpretation of research regarding the influence of national standards. The Framework developed in Phase I was used to structure the current review of research that is reported here. Phase II began in mid-2001, involved a thorough search and review of the research literature on the influence of the NSES, and concludes with this publication, which summarizes the proceedings of a workshop conducted on May 10, 2002, in Washington, DC. Phase III will provide input, collected in 2002, from science educators, administrators at all levels, and other practitioners and policy makers regarding their views of the NSES, the ways and extent to which the NSES are influencing their work and the systems that support science education, and what next steps are needed.

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223

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National Academies Press

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ISBN 10

0309087430

ISBN 13

9780309087438

Guide to Implementing the Next Generation Science Standards

By: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Science Education,Committee on Guidance on Implementing the Next Generation Science Standards

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Guide to Implementing the Next Generation Science Standards

By: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Science Education,Committee on Guidance on Implementing the Next Generation Science Standards

A Framework for K-12 Science Education and Next Generation Science Standards (NGSS) describe a new vision for science learning and teaching that is catalyzing improvements in science classrooms across the United States. Achieving this new vision will require time, resources, and ongoing commitment from state, district, and school leaders, as well as classroom teachers. Successful implementation of the NGSS will ensure that all K-12 students have high-quality opportunities to learn science. Guide to Implementing the Next Generation Science Standards provides guidance to district and school leaders and teachers charged with developing a plan and implementing the NGSS as they change their curriculum, instruction, professional learning, policies, and assessment to align with the new standards. For each of these elements, this report lays out recommendations for action around key issues and cautions about potential pitfalls. Coordinating changes in these aspects of the education system is challenging. As a foundation for that process, Guide to Implementing the Next Generation Science Standards identifies some overarching principles that should guide the planning and implementation process. The new standards present a vision of science and engineering learning designed to bring these subjects alive for all students, emphasizing the satisfaction of pursuing compelling questions and the joy of discovery and invention. Achieving this vision in all science classrooms will be a major undertaking and will require changes to many aspects of science education. Guide to Implementing the Next Generation Science Standards will be a valuable resource for states, districts, and schools charged with planning and implementing changes, to help them achieve the goal of teaching science for the 21st century.

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190

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National Academies Press

Published Date

ISBN 10

0309305152

ISBN 13

9780309305150

Improving Adult Literacy Instruction

Options for Practice and Research

By: National Research Council,Division of Behavioral and Social Sciences and Education,Committee on Learning Sciences: Foundations and Applications to Adolescent and Adult Literacy

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Improving Adult Literacy Instruction

Options for Practice and Research

By: National Research Council,Division of Behavioral and Social Sciences and Education,Committee on Learning Sciences: Foundations and Applications to Adolescent and Adult Literacy

A high level of literacy in both print and digital media is required for negotiating most aspects of 21st-century life, including supporting a family, education, health, civic participation, and competitiveness in the global economy. Yet, more than 90 million U.S. adults lack adequate literacy. Furthermore, only 38 percent of U.S. 12th graders are at or above proficient in reading. Improving Adult Literacy Instruction synthesizes the research on literacy and learning to improve literacy instruction in the United States and to recommend a more systemic approach to research, practice, and policy. The book focuses on individuals ages 16 and older who are not in K-12 education. It identifies factors that affect literacy development in adolescence and adulthood in general, and examines their implications for strengthening literacy instruction for this population. It also discusses technologies for learning that can assist with multiple aspects of teaching, assessment,and accommodations for learning. There is inadequate knowledge about effective instructional practices and a need for better assessment and ongoing monitoring of adult students' proficiencies, weaknesses, instructional environments, and progress, which might guide instructional planning. Improving Adult Literacy Instruction recommends a program of research and innovation to validate, identify the boundaries of, and extend current knowledge to improve instruction for adults and adolescents outside school. The book is a valuable resource for curriculum developers, federal agencies such as the Department of Education, administrators, educators, and funding agencies.

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504

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National Academies Press

Published Date

ISBN 10

0309219590

ISBN 13

9780309219594

Learning Science Through Computer Games and Simulations

By: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Science Education,Committee on Science Learning: Computer Games, Simulations, and Education

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Learning Science Through Computer Games and Simulations

By: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Science Education,Committee on Science Learning: Computer Games, Simulations, and Education

At a time when scientific and technological competence is vital to the nation's future, the weak performance of U.S. students in science reflects the uneven quality of current science education. Although young children come to school with innate curiosity and intuitive ideas about the world around them, science classes rarely tap this potential. Many experts have called for a new approach to science education, based on recent and ongoing research on teaching and learning. In this approach, simulations and games could play a significant role by addressing many goals and mechanisms for learning science: the motivation to learn science, conceptual understanding, science process skills, understanding of the nature of science, scientific discourse and argumentation, and identification with science and science learning. To explore this potential, Learning Science: Computer Games, Simulations, and Education, reviews the available research on learning science through interaction with digital simulations and games. It considers the potential of digital games and simulations to contribute to learning science in schools, in informal out-of-school settings, and everyday life. The book also identifies the areas in which more research and research-based development is needed to fully capitalize on this potential. Learning Science will guide academic researchers; developers, publishers, and entrepreneurs from the digital simulation and gaming community; and education practitioners and policy makers toward the formation of research and development partnerships that will facilitate rich intellectual collaboration. Industry, government agencies and foundations will play a significant role through start-up and ongoing support to ensure that digital games and simulations will not only excite and entertain, but also motivate and educate.

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174

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National Academies Press

Published Date

ISBN 10

0309185238

ISBN 13

9780309185233

How People Learn

Brain, Mind, Experience, and School: Expanded Edition

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How People Learn

Brain, Mind, Experience, and School: Expanded Edition

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386

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National Academies Press

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0309131979

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9780309131971

Infusing Ethics into the Development of Engineers

Exemplary Education Activities and Programs

By: National Academy of Engineering,Center for Engineering Ethics and Society,Infusing Ethics Selection Committee

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Infusing Ethics into the Development of Engineers

Exemplary Education Activities and Programs

By: National Academy of Engineering,Center for Engineering Ethics and Society,Infusing Ethics Selection Committee

Ethical practice in engineering is critical for ensuring public trust in the field and in its practitioners, especially as engineers increasingly tackle international and socially complex problems that combine technical and ethical challenges. This report aims to raise awareness of the variety of exceptional programs and strategies for improving engineers' understanding of ethical and social issues and provides a resource for those who seek to improve ethical development of engineers at their own institutions. This publication presents 25 activities and programs that are exemplary in their approach to infusing ethics into the development of engineering students. It is intended to serve as a resource for institutions of higher education seeking to enhance their efforts in this area.

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ISBN 10

0309390885

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9780309390880

Exploring Opportunities for STEM Teacher Leadership

Summary of a Convocation

By: National Research Council,Division of Behavioral and Social Sciences and Education,Teacher Advisory Council,Planning Committee on Exploring Opportunities for STEM Teacher Leadership

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Exploring Opportunities for STEM Teacher Leadership

Summary of a Convocation

By: National Research Council,Division of Behavioral and Social Sciences and Education,Teacher Advisory Council,Planning Committee on Exploring Opportunities for STEM Teacher Leadership

Many national initiatives in K-12 science, technology, engineering, and mathematics (STEM) education have emphasized the connections between teachers and improved student learning. Much of the discussion surrounding these initiatives has focused on the preparation, professional development, evaluation, compensation, and career advancement of teachers. Yet one critical set of voices has been largely missing from this discussion - that of classroom teachers themselves. To explore the potential for STEM teacher leaders to improve student learning through involvement in education policy and decision making, the National Research Council held a convocation in June 2014 entitled "One Year After Science's Grand Challenges in Education: Professional Leadership of STEM Teachers through Education Policy and Decision Making". This event was structured around a special issue of Science magazine that discussed 20 grand challenges in science education. The authors of three major articles in that issue - along with Dr. Bruce Alberts, Science's editor-in-chief at the time - spoke at the convocation, updating their earlier observations and applying them directly to the issue of STEM teacher leadership. The convocation focused on empowering teachers to play greater leadership roles in education policy and decision making in STEM education at the national, state, and local levels. Exploring Opportunities for STEM Teacher Leadership is a record of the presentations and discussion of that event. This report will be of interest to STEM teachers, education professionals, and state and local policy makers.

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109

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National Academies Press

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0309314593

ISBN 13

9780309314596

How People Learn

Bridging Research and Practice

By: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Behavioral, Cognitive, and Sensory Sciences,Committee on Learning Research and Educational Practice

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How People Learn

Bridging Research and Practice

By: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Behavioral, Cognitive, and Sensory Sciences,Committee on Learning Research and Educational Practice

How People Learn: Bridging Research and Practice provides a broad overview of research on learners and learning and on teachers and teaching. It expands on the 1999 National Research Council publication How People Learn: Brain, Mind, Experience, and School, Expanded Edition that analyzed the science of learning in infants, educators, experts, and more. In How People Learn: Bridging Research and Practice, the Committee on Learning Research and Educational Practice asks how the insights from research can be incorporated into classroom practice and suggests a research and development agenda that would inform and stimulate the required change. The committee identifies teachers, or classroom practitioners, as the key to change, while acknowledging that change at the classroom level is significantly impacted by overarching public policies. How People Learn: Bridging Research and Practice highlights three key findings about how students gain and retain knowledge and discusses the implications of these findings for teaching and teacher preparation. The highlighted principles of learning are applicable to teacher education and professional development programs as well as to K-12 education. The research-based messages found in this book are clear and directly relevant to classroom practice. It is a useful guide for teachers, administrators, researchers, curriculum specialists, and educational policy makers.

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National Academies Press

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0309065364

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9780309065368

Book's by Committee on Developments in the Science of Learning with additional material from the Committee on Learning Research and Educational Practice

How People Learn

How People Learn

ICT Fluency and High Schools

ICT Fluency and High Schools

Supporting Students' College Success

Supporting Students' College Success

Systems for State Science Assessment

Systems for State Science Assessment

What Is the Influence of the National Science Education Standards?

What Is the Influence of the National Science Education Standards?

Guide to Implementing the Next Generation Science Standards

Guide to Implementing the Next Generation Science Standards

Improving Adult Literacy Instruction

Improving Adult Literacy Instruction

Learning Science Through Computer Games and Simulations

Learning Science Through Computer Games and Simulations

How People Learn

How People Learn

Infusing Ethics into the Development of Engineers

Infusing Ethics into the Development of Engineers

Exploring Opportunities for STEM Teacher Leadership

Exploring Opportunities for STEM Teacher Leadership

How People Learn

How People Learn

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