Panel on Learning and Instruction's Books

Learning and Instruction

A SERP Research Agenda

By: National Research Council,Division of Behavioral and Social Sciences and Education,Strategic Education Research Partnership,Panel on Learning and Instruction

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Learning and Instruction

A SERP Research Agenda

By: National Research Council,Division of Behavioral and Social Sciences and Education,Strategic Education Research Partnership,Panel on Learning and Instruction

The Strategic Education Research Partnership (SERP) is a bold, ambitious plan that proposes a revolutionary program of education research and development. Its purpose is to construct a powerful knowledge base, derived from both research and practice, that will support the efforts of teachers, school administrators, colleges of education, and policy officialsâ€"with the ultimate goal of significantly improving student learning. The proposals in this book have the potential to substantially improve the knowledge base that supports teaching and learning by pursuing answers to questions at the core of teaching practices. It calls for the linking of research and development, including instructional programs, assessment tools, teacher education programs, and materials. Best of all, the book provides a solid framework for a program of research and development that will be genuinely useful to classroom teachers.

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Page Count

207

Publisher

National Academies Press

Published Date

ISBN 10

0309090814

ISBN 13

9780309090810

Placing Children in Special Education

A Strategy for Equity

By: National Research Council,Division of Behavioral and Social Sciences and Education,Commission on Behavioral and Social Sciences and Education,Committee on Child Development Research and Public Policy,Panel on Selection and Placement of Students in Programs for the Mentally Retarded

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Placing Children in Special Education

A Strategy for Equity

The document contains the final report of a project to determine the factors that account for disproportionate representation of minority students in special education programs, especially programs for mentally retarded students; and to identify placement criteria for practices that do not affect minority students disproportionately. Chapter 1 looks at six potential causes of disproportionate placement of minorities in educable mentally retarded (EMR) programs: legal and administrative requirements, characteristics of students, quality of the instruction received, possible biases in the assessment process, characteristics of the home and family environment, and broader historical and cultural contexts. Chapter 2 describes characteristics of EMR students, then reviews the historical origins of special education in America with attention to the role of the standardized intelligence test for identification and placement of mentally retarded students. A third chapter is split into two sections--one on the issues surrounding the instruments that comprise a comprehensive battery for assessing a child who is unable to learn normally in the classroom, and the other on an ideal assessment process in which the comprehensive assessment would be embedded. Chapter 4 considers the components of effective education programs for EMR students and reviews three approaches to instruction (the separate class structure, the resource room, and the teacher consultant model). A final chapter lists recommendations for improvements in special education referral, assessment, and placement procedures and instructional practices. More than half the document is comprised of six background papers with the following titles and authors: "Biological and Social Factors Contributing to Mild Mental Retardation" (J. Shonkoff); "Classifying Mentally Retarded Students--A Review of Placement Practices in Special Education" (W. Bickel); "Testing in Educational Placement--Issues and Evidence" (J. Travers); "Effects of Special Education Placement on Educable Mentally Retarded Children" (K. Heller); "Some Potential Incentives of Special Education Funding Practices" (S. Magnetti); and "Patterns in Special Education Placement as Revealed by the OCR Survey" (J. Finn). (SB)

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Page Count

395

Publisher

National Academies Press

Published Date

ISBN 10

0309032474

ISBN 13

9780309032476

Improving Measurement of Productivity in Higher Education

By: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Testing and Assessment,Committee on National Statistics,Panel on Measuring Higher Education Productivity: Conceptual Framework and Data Needs

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Improving Measurement of Productivity in Higher Education

Higher education is a linchpin of the American economy and society: teaching and research at colleges and universities contribute significantly to the nation's economic activity, both directly and through their impact on future growth; federal and state governments support teaching and research with billions of taxpayers' dollars; and individuals, communities, and the nation gain from the learning and innovation that occur in higher education. In the current environment of increasing tuition and shrinking public funds, a sense of urgency has emerged to better track the performance of colleges and universities in the hope that their costs can be contained without compromising quality or accessibility. Improving Measurement of Productivity in Higher Education presents an analytically well-defined concept of productivity in higher education and recommends empirically valid and operationally practical guidelines for measuring it. In addition to its obvious policy and research value, improved measures of productivity may generate insights that potentially lead to enhanced departmental, institutional, or system educational processes. Improving Measurement of Productivity in Higher Education constructs valid productivity measures to supplement the body of information used to guide resource allocation decisions at the system, state, and national levels and to assist policymakers who must assess investments in higher education against other compelling demands on scarce resources. By portraying the productive process in detail, this report will allow stakeholders to better understand the complexities of-and potential approaches to-measuring institution, system and national-level performance in higher education.

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Page Count

197

Publisher

National Academies Press

Published Date

ISBN 10

0309257743

ISBN 13

9780309257749

Continuing Education of Engineers

By: National Research Council,Division on Engineering and Physical Sciences,Commission on Engineering and Technical Systems,Committee on the Education and Utilization of the Engineer,Panel on Continuing Education

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Continuing Education of Engineers

This report of the Panel of Continuing Education was prepared as part of the study on engineering education and practice in the United States that was conducted under the guidance of the National Research Council's Committee on the Education and Utilization of the Engineer. The report deals with: (1) "Participation in Continuing Education--The Engineer's Perspective"; (2) "The Role of Industry"; (3) "The Role of the University"; (4) "The Role of Professional Societies"; (5) "The Role of Proprietary Schools"; and (6) "The Role of Government." A reference list and bibliography are included, along with appendices which address a pilot study for a study of policymakers' attitudes toward continuing education, a list of 1984 continuing education programs of technical societies, and a professional society survey. (TW)

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Page Count

103

Publisher

National Academies Press

Published Date

ISBN 10

0309035937

ISBN 13

9780309035934

Engineering Education and Practice in the United States

Engineering Technology Education

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Engineering Education and Practice in the United States

Engineering Technology Education

The Panel on Technology Education was one of four panels established by the Committee on the Education and Utilization of the Engineer of the National Research Council. This panel's task was to investigate the technology aspects of the preparation of engineers in the United States. This report deals with: (1) "The History of Technical Institutes"; (2) "Engineering Technology and Industrial Technology"; (3) "Engineering Technology and Engineering"; (4) "Engineering Technology Education"; (5) "Cooperative Education and Engineering Technology"; (6) "Accreditation, Certification, and Licensing"; (7) "Manpower Considerations"; (8) "The Impact of High Technology"; and (9) "Allocating Resources for Engineering Technology." An executive summary provides a set of recommendations developed as a part of the panel's work. (TW)

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Publisher

National Academies Press

Published Date

ISBN 10

0309036321

ISBN 13

9780309036320

Book's by Panel on Learning and Instruction

Learning and Instruction

Learning and Instruction

Placing Children in Special Education

Placing Children in Special Education

Improving Measurement of Productivity in Higher Education

Improving Measurement of Productivity in Higher Education

Continuing Education of Engineers

Continuing Education of Engineers

Engineering Education and Practice in the United States

Engineering Education and Practice in the United States

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