Committee on Guidance on Implementing the Next Generation Science Standards's Books

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

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ISBN 10

0309305152

ISBN 13

9780309305150

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

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190

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National Academies Press

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ISBN 10

0309305152

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9780309305150

Science Teachers' Learning

Enhancing Opportunities, Creating Supportive Contexts

By: National Academies of Sciences, Engineering, and Medicine,Division of Behavioral and Social Sciences and Education,Teacher Advisory Council,Board on Science Education,Committee on Strengthening Science Education through a Teacher Learning Continuum

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Science Teachers' Learning

Enhancing Opportunities, Creating Supportive Contexts

Currently, many states are adopting the Next Generation Science Standards (NGSS) or are revising their own state standards in ways that reflect the NGSS. For students and schools, the implementation of any science standards rests with teachers. For those teachers, an evolving understanding about how best to teach science represents a significant transition in the way science is currently taught in most classrooms and it will require most science teachers to change how they teach. That change will require learning opportunities for teachers that reinforce and expand their knowledge of the major ideas and concepts in science, their familiarity with a range of instructional strategies, and the skills to implement those strategies in the classroom. Providing these kinds of learning opportunities in turn will require profound changes to current approaches to supporting teachers' learning across their careers, from their initial training to continuing professional development. A teacher's capability to improve students' scientific understanding is heavily influenced by the school and district in which they work, the community in which the school is located, and the larger professional communities to which they belong. Science Teachers' Learning provides guidance for schools and districts on how best to support teachers' learning and how to implement successful programs for professional development. This report makes actionable recommendations for science teachers' learning that take a broad view of what is known about science education, how and when teachers learn, and education policies that directly and indirectly shape what teachers are able to learn and teach. The challenge of developing the expertise teachers need to implement the NGSS presents an opportunity to rethink professional learning for science teachers. Science Teachers' Learning will be a valuable resource for classrooms, departments, schools, districts, and professional organizations as they move to new ways to teach science.

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257

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National Academies Press

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ISBN 10

0309380189

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9780309380188

Developing Assessments for the Next Generation Science Standards

By: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Science Education,Board on Testing and Assessment,Committee on Developing Assessments of Science Proficiency in K-12

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Developing Assessments for the Next Generation Science Standards

Assessments, understood as tools for tracking what and how well students have learned, play a critical role in the classroom. Developing Assessments for the Next Generation Science Standards develops an approach to science assessment to meet the vision of science education for the future as it has been elaborated in A Framework for K-12 Science Education (Framework) and Next Generation Science Standards (NGSS). These documents are brand new and the changes they call for are barely under way, but the new assessments will be needed as soon as states and districts begin the process of implementing the NGSS and changing their approach to science education. The new Framework and the NGSS are designed to guide educators in significantly altering the way K-12 science is taught. The Framework is aimed at making science education more closely resemble the way scientists actually work and think, and making instruction reflect research on learning that demonstrates the importance of building coherent understandings over time. It structures science education around three dimensions - the practices through which scientists and engineers do their work, the key crosscutting concepts that cut across disciplines, and the core ideas of the disciplines - and argues that they should be interwoven in every aspect of science education, building in sophistication as students progress through grades K-12. Developing Assessments for the Next Generation Science Standards recommends strategies for developing assessments that yield valid measures of student proficiency in science as described in the new Framework. This report reviews recent and current work in science assessment to determine which aspects of the Framework's vision can be assessed with available techniques and what additional research and development will be needed to support an assessment system that fully meets that vision. The report offers a systems approach to science assessment, in which a range of assessment strategies are designed to answer different kinds of questions with appropriate degrees of specificity and provide results that complement one another. Developing Assessments for the Next Generation Science Standards makes the case that a science assessment system that meets the Framework's vision should consist of assessments designed to support classroom instruction, assessments designed to monitor science learning on a broader scale, and indicators designed to track opportunity to learn. New standards for science education make clear that new modes of assessment designed to measure the integrated learning they promote are essential. The recommendations of this report will be key to making sure that the dramatic changes in curriculum and instruction signaled by Framework and the NGSS reduce inequities in science education and raise the level of science education for all students.

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296

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National Academies Press

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ISBN 10

0309289548

ISBN 13

9780309289542

Changing Expectations for the K-12 Teacher Workforce

Policies, Preservice Education, Professional Development, and the Workplace

By: National Academies of Sciences, Engineering, and Medicine,Division of Behavioral and Social Sciences and Education,Board on Science Education,Policy and Global Affairs,Board on Higher Education and Workforce,Committee on Understanding the Changing Structure of the Kâ¬"12 Teacher Workforce

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Changing Expectations for the K-12 Teacher Workforce

Policies, Preservice Education, Professional Development, and the Workplace

Teachers play a critical role in the success of their students, both academically and in regard to long term outcomes such as higher education participation and economic attainment. Expectations for teachers are increasing due to changing learning standards and a rapidly diversifying student population. At the same time, there are perceptions that the teaching workforce may be shifting toward a younger and less experienced demographic. These actual and perceived changes raise important questions about the ways teacher education may need to evolve in order to ensure that educators are able to meet the needs of students and provide them with classroom experiences that will put them on the path to future success. Changing Expectations for the K-12 Teacher Workforce: Policies, Preservice Education, Professional Development, and the Workplace explores the impact of the changing landscape of K-12 education and the potential for expansion of effective models, programs, and practices for teacher education. This report explores factors that contribute to understanding the current teacher workforce, changing expectations for teaching and learning, trends and developments in the teacher labor market, preservice teacher education, and opportunities for learning in the workplace and in-service professional development.

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223

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National Academies Press

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ISBN 10

0309499038

ISBN 13

9780309499033

Science and Engineering for Grades 6-12

Investigation and Design at the Center

By: National Academies of Sciences, Engineering, and Medicine,National Academy of Engineering,Division of Behavioral and Social Sciences and Education,Board on Science Education,Committee on Science Investigations and Engineering Design Experiences in Grades 6-12

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Science and Engineering for Grades 6-12

Investigation and Design at the Center

It is essential for today's students to learn about science and engineering in order to make sense of the world around them and participate as informed members of a democratic society. The skills and ways of thinking that are developed and honed through engaging in scientific and engineering endeavors can be used to engage with evidence in making personal decisions, to participate responsibly in civic life, and to improve and maintain the health of the environment, as well as to prepare for careers that use science and technology. The majority of Americans learn most of what they know about science and engineering as middle and high school students. During these years of rapid change for students' knowledge, attitudes, and interests, they can be engaged in learning science and engineering through schoolwork that piques their curiosity about the phenomena around them in ways that are relevant to their local surroundings and to their culture. Many decades of education research provide strong evidence for effective practices in teaching and learning of science and engineering. One of the effective practices that helps students learn is to engage in science investigation and engineering design. Broad implementation of science investigation and engineering design and other evidence-based practices in middle and high schools can help address present-day and future national challenges, including broadening access to science and engineering for communities who have traditionally been underrepresented and improving students' educational and life experiences. Science and Engineering for Grades 6-12: Investigation and Design at the Center revisits America's Lab Report: Investigations in High School Science in order to consider its discussion of laboratory experiences and teacher and school readiness in an updated context. It considers how to engage today's middle and high school students in doing science and engineering through an analysis of evidence and examples. This report provides guidance for teachers, administrators, creators of instructional resources, and leaders in teacher professional learning on how to support students as they make sense of phenomena, gather and analyze data/information, construct explanations and design solutions, and communicate reasoning to self and others during science investigation and engineering design. It also provides guidance to help educators get started with designing, implementing, and assessing investigation and design.

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329

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National Academies Press

Published Date

ISBN 10

0309482607

ISBN 13

9780309482608

Literacy for Science

Exploring the Intersection of the Next Generation Science Standards and Common Core for ELA Standards: A Workshop Summary

By: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Science Education,Steering Committee on Exploring the Overlap Between

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Literacy for Science

Exploring the Intersection of the Next Generation Science Standards and Common Core for ELA Standards: A Workshop Summary

By: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Science Education,Steering Committee on Exploring the Overlap Between

The recent movement in K-12 education toward common standards in key subjects represents an unprecedented opportunity for improving learning outcomes for all students. These standards initiatives - the Common Core State Standards for English Language Arts and Mathematics (CCSS) and the Next Generation Science Standards (NGSS) - are informed by research on learning and teaching and a decade of standards-based education reform. While the standards have been developed separately in English/Language Arts and Science, there are areas where the standards intersect directly. One such area of intersection occurs between the "Literacy in Science" portions of the Common Core State Standards for English/Language Arts and the practices in the NGSS (originally outlined in the NRC's A Framework for K-12 Science Education), particularly the practice of "Obtaining, evaluating and communicating information". Because the CCSS literacy in science standards predated the NGSS, developers of the NGSS worked directly with the CCSS team to identify the connections between the two sets of standards. However, questions about how the two sets of standards can complement each other and can be used in concert to improve students' reading and writing, as well as listening and speaking, in science to learn science continue to exist. Literacy for Science is the summary of a workshop convened by the National Research Council Board on Science Education in December 2013 to address the need to coordinate the literacy for science aspect of CCSS and the practices in NGSS. The workshop featured presentations about the complementary roles of English/language arts teachers and science teachers as well as the unique challenges and approaches for different grade levels. Literacy for Science articulates the knowledge and skills teachers need to support students in developing competence in reading and communicating in science. This report considers design options for curricula and courses that provide aligned support for students to develop competencies in reading and communicating, and addresses the role of district and school administrators in guiding implementation of science and ELA to help ensure alignment. Literacy for Science will be a useful point of reference for anyone interested in the opportunities and challenges of overlapping science and literacy standards to improve the learning experience.

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135

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National Academies Press

Published Date

ISBN 10

0309305209

ISBN 13

9780309305204

Improving the EPA Multi-Sector General Permit for Industrial Stormwater Discharges

By: National Academies of Sciences, Engineering, and Medicine,Division on Earth and Life Studies,Water Science and Technology Board,Committee on Improving the Next-Generation EPA Multi-Sector General Permit for Industrial Stormwater Discharges

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Improving the EPA Multi-Sector General Permit for Industrial Stormwater Discharges

Industrial stormwater is derived from precipitation and/or runoff that comes in contact with industrial manufacturing, processing, storage, or material overburden and then runs offsite and enters drainage systems or receiving waters. In 1987, Congress significantly expanded the National Pollutant Discharge Elimination System (NPDES) program through amendments to the Clean Water Act to include industrial stormwater runoff conveyed through outfalls directly to receiving waters or indirectly through municipal separate storm sewer systems. The added regulation of stormwater in the NPDES program has been challenging. Stormwater is produced throughout a developed landscape, and its production and delivery are episodic. In 2009, the National Research Council released a comprehensive report on the Environmental Protection Agency's Stormwater Program that covered all sectors of the program. This study builds on that report, with a focus on industrial stormwater monitoring and management.

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169

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National Academies Press

Published Date

ISBN 10

030948846X

ISBN 13

9780309488464

Advancing Aerial Mobility

A National Blueprint

By: National Academies of Sciences, Engineering, and Medicine,Division on Engineering and Physical Sciences,Aeronautics and Space Engineering Board,Committee on Enhancing Air Mobilityâ¬"A National Blueprint

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Advancing Aerial Mobility

A National Blueprint

Advanced aerial mobility is a newly emerging industry that aims to develop and operate new air vehicles potentially capable of safe, reliable, and low-noise vertical flight. The world has seen a recent increase in the adoption of electric vertical lift aircraft for urban, suburban and rural operations. These new innovations and technologies change the way that we move cargo and people, affecting industries across the economy. These changes will challenge today's airspace monitoring systems and regulatory environment. The U.S. government and its regulatory agencies need technical guidance to facilitate the development of these technologies, and to create the regulatory framework to foster the growth of this vertical flight industry to the benefit of the aviation industry. Advancing Aerial Mobility evaluates the potential benefits and challenges associated with this emerging industry. This report provides recommendations that seek to foster an environment in which the nation can maintain its leading position in developing, deploying, and embracing these new technologies. This publication presents a national vision for advanced aerial mobility, market evolution, and safety and security management.

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National Academies Press

Published Date

ISBN 10

0309670268

ISBN 13

9780309670265

Learning to Think Spatially

By: National Research Council,Division on Earth and Life Studies,Board on Earth Sciences and Resources,Geographical Sciences Committee,Committee on Support for Thinking Spatially: The Incorporation of Geographic Information Science Across the K-12 Curriculum

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Learning to Think Spatially

Learning to Think Spatially examines how spatial thinking might be incorporated into existing standards-based instruction across the school curriculum. Spatial thinking must be recognized as a fundamental part of Kâ€"12 education and as an integrator and a facilitator for problem solving across the curriculum. With advances in computing technologies and the increasing availability of geospatial data, spatial thinking will play a significant role in the information-based economy of the twenty-first century. Using appropriately designed support systems tailored to the Kâ€"12 context, spatial thinking can be taught formally to all students. A geographic information system (GIS) offers one example of a high-technology support system that can enable students and teachers to practice and apply spatial thinking in many areas of the curriculum.

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333

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National Academies Press

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ISBN 10

0309092086

ISBN 13

9780309092081

Book's by Committee on Guidance on Implementing the Next Generation Science Standards

Guide to Implementing the Next Generation Science Standards

Guide to Implementing the Next Generation Science Standards

Guide to Implementing the Next Generation Science Standards

Guide to Implementing the Next Generation Science Standards

Science Teachers' Learning

Science Teachers' Learning

Developing Assessments for the Next Generation Science Standards

Developing Assessments for the Next Generation Science Standards

Changing Expectations for the K-12 Teacher Workforce

Changing Expectations for the K-12 Teacher Workforce

Science and Engineering for Grades 6-12

Science and Engineering for Grades 6-12

Literacy for Science

Literacy for Science

Improving the EPA Multi-Sector General Permit for Industrial Stormwater Discharges

Improving the EPA Multi-Sector General Permit for Industrial Stormwater Discharges

Advancing Aerial Mobility

Advancing Aerial Mobility

Learning to Think Spatially

Learning to Think Spatially

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