Committee on Learning Sciences: Foundations and Applications to Adolescent and Adult Literacy's Books

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

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9780309219594

The Promise of Adolescence

Realizing Opportunity for All Youth

By: National Academies of Sciences, Engineering, and Medicine,Health and Medicine Division,Division of Behavioral and Social Sciences and Education,Board on Children, Youth, and Families,Committee on the Neurobiological and Socio-behavioral Science of Adolescent Development and Its Applications

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The Promise of Adolescence

Realizing Opportunity for All Youth

Adolescenceâ€"beginning with the onset of puberty and ending in the mid-20sâ€"is a critical period of development during which key areas of the brain mature and develop. These changes in brain structure, function, and connectivity mark adolescence as a period of opportunity to discover new vistas, to form relationships with peers and adults, and to explore one's developing identity. It is also a period of resilience that can ameliorate childhood setbacks and set the stage for a thriving trajectory over the life course. Because adolescents comprise nearly one-fourth of the entire U.S. population, the nation needs policies and practices that will better leverage these developmental opportunities to harness the promise of adolescenceâ€"rather than focusing myopically on containing its risks. This report examines the neurobiological and socio-behavioral science of adolescent development and outlines how this knowledge can be applied, both to promote adolescent well-being, resilience, and development, and to rectify structural barriers and inequalities in opportunity, enabling all adolescents to flourish.

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493

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National Academies Press

Published Date

ISBN 10

0309490111

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9780309490115

Learning Science in Informal Environments

People, Places, and Pursuits

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Board on Science Education,Committee on Learning Science in Informal Environments

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Learning Science in Informal Environments

People, Places, and Pursuits

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Board on Science Education,Committee on Learning Science in Informal Environments

Informal science is a burgeoning field that operates across a broad range of venues and envisages learning outcomes for individuals, schools, families, and society. The evidence base that describes informal science, its promise, and effects is informed by a range of disciplines and perspectives, including field-based research, visitor studies, and psychological and anthropological studies of learning. Learning Science in Informal Environments draws together disparate literatures, synthesizes the state of knowledge, and articulates a common framework for the next generation of research on learning science in informal environments across a life span. Contributors include recognized experts in a range of disciplines-research and evaluation, exhibit designers, program developers, and educators. They also have experience in a range of settings-museums, after-school programs, science and technology centers, media enterprises, aquariums, zoos, state parks, and botanical gardens. Learning Science in Informal Environments is an invaluable guide for program and exhibit designers, evaluators, staff of science-rich informal learning institutions and community-based organizations, scientists interested in educational outreach, federal science agency education staff, and K-12 science educators.

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348

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National Academies Press

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ISBN 10

0309119553

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9780309119559

Report of a Workshop on the Pedagogical Aspects of Computational Thinking

By: National Research Council,Division on Engineering and Physical Sciences,Computer Science and Telecommunications Board,Committee for the Workshops on Computational Thinking

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Report of a Workshop on the Pedagogical Aspects of Computational Thinking

By: National Research Council,Division on Engineering and Physical Sciences,Computer Science and Telecommunications Board,Committee for the Workshops on Computational Thinking

In 2008, the Computer and Information Science and Engineering Directorate of the National Science Foundation asked the National Research Council (NRC) to conduct two workshops to explore the nature of computational thinking and its cognitive and educational implications. The first workshop focused on the scope and nature of computational thinking and on articulating what "computational thinking for everyone" might mean. A report of that workshop was released in January 2010. Drawing in part on the proceedings of that workshop, Report of a Workshop of Pedagogical Aspects of Computational Thinking, summarizes the second workshop, which was held February 4-5, 2010, in Washington, D.C., and focuses on pedagogical considerations for computational thinking. This workshop was structured to gather pedagogical inputs and insights from educators who have addressed computational thinking in their work with K-12 teachers and students. It illuminates different approaches to computational thinking and explores lessons learned and best practices. Individuals with a broad range of perspectives contributed to this report. Since the workshop was not intended to result in a consensus regarding the scope and nature of computational thinking, Report of a Workshop of Pedagogical Aspects of Computational Thinking does not contain findings or recommendations.

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176

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National Academies Press

Published Date

ISBN 10

0309214742

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9780309214742

Measuring Literacy

Performance Levels for Adults

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Board on Testing and Assessment,Committee on Performance Levels for Adult Literacy

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Measuring Literacy

Performance Levels for Adults

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Board on Testing and Assessment,Committee on Performance Levels for Adult Literacy

The National Assessment of Adult Literacy (NAAL) is a household survey conducted periodically by the Department of Education that evaluates the literacy skills of a sample of adults in the United Stages ages 16 and older. NAAL results are used to characterize adults' literacy skills and to inform policy and programmatic decisions. The Committee on Performance Levels for Adult Literacy was convened at the Department's request for assistance in determining a means for booking assessment results that would be useful and understandable for NAAL'S many varied audiences. Through a process detailed in the book, the committee determined that five performance level categories should be used to characterize adults' literacy skills: nonliterate in English, below basic literacy, basic literacy, intermediate literacy, and advanced literacy. This book documents the process the committee used to determine these performance categories, estimates the percentages of adults whose literacy skills fall into each category, recommends ways to communicate about adults' literacy skills based on NAAL, and makes suggestions for ways to improve future assessments of adult literacy.

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353

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National Academies Press

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ISBN 10

0309096529

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9780309096522

After-School Programs to Promote Child and Adolescent Development

Summary of a Workshop

By: Institute of Medicine,National Research Council,Commission on Behavioral and Social Sciences and Education,Board on Children, Youth, and Families,Committee on Community-Level Programs for Youth

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After-School Programs to Promote Child and Adolescent Development

Summary of a Workshop

By: Institute of Medicine,National Research Council,Commission on Behavioral and Social Sciences and Education,Board on Children, Youth, and Families,Committee on Community-Level Programs for Youth

This report summarizes the presentations and discussion at a workshop entitled Opportunities to Promote Child and Adolescent Development During the After-School Hours, convened on October 21, 1999. The workshop was organized by the Board on Children, Youth, and Families and its Forum on Adolescence of the National Research Council and the Institute of Medicine, with funding from the David and Lucile Packard Foundation. This workshop brought together policy makers, researchers, and practitioners to examine research on the developmental needs of children and adolescentsâ€"ages 5 to 14 yearsâ€"and the types of after-school programs designed to promote the health and development of these young people. Intended to provide a forum for discussion among the various stakeholders, the workshop did not generate conclusions about the types of programs that are most effective, nor did it generate specific recommendations about after-school programs or promote a particular approach. The workshop coincided with release of the Packard Foundation's fall 1999 issue of The Future of Children, entitled "When School Is Out." Focusing on after-school programs, the journal provided some context for the workshop, providing a backdrop for discussing the importance of after-school programs, the types of programs that exist across the country, and the policy climate that surrounds after-school programs. This report summarizes the workshop.

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National Academies Press

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ISBN 10

0309171660

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9780309171663

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

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9780309087438

Preparing Teachers

Building Evidence for Sound Policy

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Committee on the Study of Teacher Preparation Programs in the United States

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Preparing Teachers

Building Evidence for Sound Policy

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Committee on the Study of Teacher Preparation Programs in the United States

Teachers make a difference. The success of any plan for improving educational outcomes depends on the teachers who carry it out and thus on the abilities of those attracted to the field and their preparation. Yet there are many questions about how teachers are being prepared and how they ought to be prepared. Yet, teacher preparation is often treated as an afterthought in discussions of improving the public education system. Preparing Teachers addresses the issue of teacher preparation with specific attention to reading, mathematics, and science. The book evaluates the characteristics of the candidates who enter teacher preparation programs, the sorts of instruction and experiences teacher candidates receive in preparation programs, and the extent that the required instruction and experiences are consistent with converging scientific evidence. Preparing Teachers also identifies a need for a data collection model to provide valid and reliable information about the content knowledge, pedagogical competence, and effectiveness of graduates from the various kinds of teacher preparation programs. Federal and state policy makers need reliable, outcomes-based information to make sound decisions, and teacher educators need to know how best to contribute to the development of effective teachers. Clearer understanding of the content and character of effective teacher preparation is critical to improving it and to ensuring that the same critiques and questions are not being repeated 10 years from now.

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235

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National Academies Press

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ISBN 10

0309157552

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9780309157551

Shaping Summertime Experiences

Opportunities to Promote Healthy Development and Well-Being for Children and Youth

By: National Academies of Sciences, Engineering, and Medicine,Division of Behavioral and Social Sciences and Education,Board on Children, Youth, and Families,Committee on Summertime Experiences and Child and Adolescent Education, Health, and Safety

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Shaping Summertime Experiences

Opportunities to Promote Healthy Development and Well-Being for Children and Youth

For children and youth, summertime presents a unique break from the traditional structure, resources, and support systems that exist during the school year. For some students, this time involves opportunities to engage in fun and enriching activities and programs, while others face additional challenges as they lose a variety of supports, including healthy meals, medical care, supervision, and structured programs that enhance development. Children that are limited by their social, economic, or physical environments during the summer months are at higher risk for worse academic, health, social and emotional, and safety outcomes. In contrast, structured summertime activities and programs support basic developmental needs and positive outcomes for children and youth who can access and afford these programs. These discrepancies in summertime experiences exacerbate pre-existing academic inequities. While further research is needed regarding the impact of summertime on developmental domains outside of the academic setting, extensive literature exists regarding the impact of summertime on academic development trajectories. However, this knowledge is not sufficiently applied to policy and practice, and it is important to address these inequalities. Shaping Summertime Experiences examines the impact of summertime experiences on the developmental trajectories of school-age children and youth across four areas of well-being, including academic learning, social and emotional development, physical and mental health, and health-promoting and safety behaviors. It also reviews the state of science and available literature regarding the impact of summertime experiences. In addition, this report provides recommendations to improve the experiences of children over the summertime regarding planning, access and equity, and opportunities for further research and data collection.

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231

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National Academies Press

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ISBN 10

0309496608

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9780309496605

Community Programs to Promote Youth Development

By: Institute of Medicine,National Research Council,Division of Behavioral and Social Sciences and Education,Board on Children, Youth, and Families,Committee on Community-Level Programs for Youth

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Community Programs to Promote Youth Development

By: Institute of Medicine,National Research Council,Division of Behavioral and Social Sciences and Education,Board on Children, Youth, and Families,Committee on Community-Level Programs for Youth

After-school programs, scout groups, community service activities, religious youth groups, and other community-based activities have long been thought to play a key role in the lives of adolescents. But what do we know about the role of such programs for today's adolescents? How can we ensure that programs are designed to successfully meet young people's developmental needs and help them become healthy, happy, and productive adults? Community Programs to Promote Youth Development explores these questions, focusing on essential elements of adolescent well-being and healthy development. It offers recommendations for policy, practice, and research to ensure that programs are well designed to meet young people's developmental needs. The book also discusses the features of programs that can contribute to a successful transition from adolescence to adulthood. It examines what we know about the current landscape of youth development programs for America's youth, as well as how these programs are meeting their diverse needs. Recognizing the importance of adolescence as a period of transition to adulthood, Community Programs to Promote Youth Development offers authoritative guidance to policy makers, practitioners, researchers, and other key stakeholders on the role of youth development programs to promote the healthy development and well-being of the nation's youth.

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432

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National Academies Press

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ISBN 10

0309072751

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9780309072755

Reforming Juvenile Justice

A Developmental Approach

By: National Research Council,Division of Behavioral and Social Sciences and Education,Committee on Law and Justice,Committee on Assessing Juvenile Justice Reform

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Reforming Juvenile Justice

A Developmental Approach

By: National Research Council,Division of Behavioral and Social Sciences and Education,Committee on Law and Justice,Committee on Assessing Juvenile Justice Reform

Adolescence is a distinct, yet transient, period of development between childhood and adulthood characterized by increased experimentation and risk-taking, a tendency to discount long-term consequences, and heightened sensitivity to peers and other social influences. A key function of adolescence is developing an integrated sense of self, including individualization, separation from parents, and personal identity. Experimentation and novelty-seeking behavior, such as alcohol and drug use, unsafe sex, and reckless driving, are thought to serve a number of adaptive functions despite their risks. Research indicates that for most youth, the period of risky experimentation does not extend beyond adolescence, ceasing as identity becomes settled with maturity. Much adolescent involvement in criminal activity is part of the normal developmental process of identity formation and most adolescents will mature out of these tendencies. Evidence of significant changes in brain structure and function during adolescence strongly suggests that these cognitive tendencies characteristic of adolescents are associated with biological immaturity of the brain and with an imbalance among developing brain systems. This imbalance model implies dual systems: one involved in cognitive and behavioral control and one involved in socio-emotional processes. Accordingly adolescents lack mature capacity for self-regulations because the brain system that influences pleasure-seeking and emotional reactivity develops more rapidly than the brain system that supports self-control. This knowledge of adolescent development has underscored important differences between adults and adolescents with direct bearing on the design and operation of the justice system, raising doubts about the core assumptions driving the criminalization of juvenile justice policy in the late decades of the 20th century. It was in this context that the Office of Juvenile Justice and Delinquency Prevention (OJJDP) asked the National Research Council to convene a committee to conduct a study of juvenile justice reform. The goal of Reforming Juvenile Justice: A Developmental Approach was to review recent advances in behavioral and neuroscience research and draw out the implications of this knowledge for juvenile justice reform, to assess the new generation of reform activities occurring in the United States, and to assess the performance of OJJDP in carrying out its statutory mission as well as its potential role in supporting scientifically based reform efforts.

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463

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National Academies Press

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ISBN 10

0309278937

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9780309278935

Book's by Committee on Learning Sciences: Foundations and Applications to Adolescent and Adult Literacy

Improving Adult Literacy Instruction

Improving Adult Literacy Instruction

The Promise of Adolescence

The Promise of Adolescence

Learning Science in Informal Environments

Learning Science in Informal Environments

Report of a Workshop on the Pedagogical Aspects of Computational Thinking

Report of a Workshop on the Pedagogical Aspects of Computational Thinking

Measuring Literacy

Measuring Literacy

After-School Programs to Promote Child and Adolescent Development

After-School Programs to Promote Child and Adolescent Development

What Is the Influence of the National Science Education Standards?

What Is the Influence of the National Science Education Standards?

Preparing Teachers

Preparing Teachers

Shaping Summertime Experiences

Shaping Summertime Experiences

Community Programs to Promote Youth Development

Community Programs to Promote Youth Development

Reforming Juvenile Justice

Reforming Juvenile Justice

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