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Author: National Academies of Sciences, Engineering, and Medicine
Publisher:
ISBN: 9780309275392
Category : Education
Languages : en
Pages : 300
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Book Description
In 2002 Congress passed the Education Sciences Reform Act of 2002 (ESRA), authorizing the creation of the Institute of Education Sciences (IES) as the research, evaluation, statistics, and assessment arm of the Department of Education, and crystallizing the federal government's commitment to providing national leadership in expanding fundamental knowledge and understanding of education from early childhood through postsecondary study. IES shares information on the condition and progress of education in the United States, including early childhood education and special education; educational practices that support learning and improve academic achievement and access to educational opportunities for all students; and the effectiveness of federal and other education programs. In response to a request from the Institute of Education Sciences, this report provides guidance on the future of education research at the National Center for Education Research and the National Center for Special Education Research, two centers directed by IES. This report identifies critical problems and issues, new methods and approaches, and new and different kinds of research training investments.
Author: National Academies of Sciences, Engineering, and Medicine
Publisher:
ISBN: 9780309275392
Category : Education
Languages : en
Pages : 300
Get Book
Book Description
In 2002 Congress passed the Education Sciences Reform Act of 2002 (ESRA), authorizing the creation of the Institute of Education Sciences (IES) as the research, evaluation, statistics, and assessment arm of the Department of Education, and crystallizing the federal government's commitment to providing national leadership in expanding fundamental knowledge and understanding of education from early childhood through postsecondary study. IES shares information on the condition and progress of education in the United States, including early childhood education and special education; educational practices that support learning and improve academic achievement and access to educational opportunities for all students; and the effectiveness of federal and other education programs. In response to a request from the Institute of Education Sciences, this report provides guidance on the future of education research at the National Center for Education Research and the National Center for Special Education Research, two centers directed by IES. This report identifies critical problems and issues, new methods and approaches, and new and different kinds of research training investments.
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309472733
Category : Education
Languages : en
Pages : 203
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Book Description
The U.S. system of graduate education in science, technology, engineering, and mathematics (STEM) has served the nation and its science and engineering enterprise extremely well. Over the course of their education, graduate students become involved in advancing the frontiers of discovery, as well as in making significant contributions to the growth of the U.S. economy, its national security, and the health and well-being of its people. However, continuous, dramatic innovations in research methods and technologies, changes in the nature and availability of work, shifts in demographics, and expansions in the scope of occupations needing STEM expertise raise questions about how well the current STEM graduate education system is meeting the full array of 21st century needs. Indeed, recent surveys of employers and graduates and studies of graduate education suggest that many graduate programs do not adequately prepare students to translate their knowledge into impact in multiple careers. Graduate STEM Education for the 21st Century examines the current state of U.S. graduate STEM education. This report explores how the system might best respond to ongoing developments in the conduct of research on evidence-based teaching practices and in the needs and interests of its students and the broader society it seeks to serve. This will be an essential resource for the primary stakeholders in the U.S. STEM enterprise, including federal and state policymakers, public and private funders, institutions of higher education, their administrators and faculty, leaders in business and industry, and the students the system is intended to educate.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309133092
Category : Education
Languages : en
Pages : 204
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Book Description
Researchers, historians, and philosophers of science have debated the nature of scientific research in education for more than 100 years. Recent enthusiasm for "evidence-based" policy and practice in educationâ€"now codified in the federal law that authorizes the bulk of elementary and secondary education programsâ€"have brought a new sense of urgency to understanding the ways in which the basic tenets of science manifest in the study of teaching, learning, and schooling. Scientific Research in Education describes the similarities and differences between scientific inquiry in education and scientific inquiry in other fields and disciplines and provides a number of examples to illustrate these ideas. Its main argument is that all scientific endeavors share a common set of principles, and that each fieldâ€"including education researchâ€"develops a specialization that accounts for the particulars of what is being studied. The book also provides suggestions for how the federal government can best support high-quality scientific research in education.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309214459
Category : Education
Languages : en
Pages : 400
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Book Description
Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.
Author: Education Department
Publisher:
ISBN: 9781636710129
Category :
Languages : en
Pages : 346
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Book Description
The Condition of Education 2020 summarizes important developments and trends in education using the latest available data. The report presentsnumerous indicators on the status and condition of education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The Condition of Education includes an "At a Glance" section, which allows readers to quickly make comparisons across indicators, and a "Highlights" section, which captures key findings from each indicator. In addition, The Condition of Education contains a Reader's Guide, a Glossary, and a Guide to Sources that provide additional background information. Each indicator provides links to the source data tables used to produce the analyses.
Author: Emmett Flemming
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 108
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Book Description
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309380189
Category : Education
Languages : en
Pages : 257
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Book Description
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.
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309444357
Category : Education
Languages : en
Pages : 137
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Book Description
Science educators in the United States are adapting to a new vision of how students learn science. Children are natural explorers and their observations and intuitions about the world around them are the foundation for science learning. Unfortunately, the way science has been taught in the United States has not always taken advantage of those attributes. Some students who successfully complete their Kâ€"12 science classes have not really had the chance to "do" science for themselves in ways that harness their natural curiosity and understanding of the world around them. The introduction of the Next Generation Science Standards led many states, schools, and districts to change curricula, instruction, and professional development to align with the standards. Therefore existing assessmentsâ€"whatever their purposeâ€"cannot be used to measure the full range of activities and interactions happening in science classrooms that have adapted to these ideas because they were not designed to do so. Seeing Students Learn Science is meant to help educators improve their understanding of how students learn science and guide the adaptation of their instruction and approach to assessment. It includes examples of innovative assessment formats, ways to embed assessments in engaging classroom activities, and ideas for interpreting and using novel kinds of assessment information. It provides ideas and questions educators can use to reflect on what they can adapt right away and what they can work toward more gradually.
Author: Frederick Reif
Publisher: MIT Press
ISBN: 0262515148
Category : Education
Languages : en
Pages : 491
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Book Description
An accessible introduction to some of the cognitive issues important for thinking and learning in scientific or other complex domains (such as mathematics, physics, chemistry, engineering, or expository writing), with practical educational applications and implementation methods. Many students find it difficult to learn the kind of knowledge and thinking required by college or high school courses in mathematics, science, or other complex domains. Thus they often emerge with significant misconceptions, fragmented knowledge, and inadequate problem-solving skills. Most instructors or textbook authors approach their teaching efforts with a good knowledge of their field of expertise but little awareness of the underlying thought processes and kinds of knowledge required for learning in scientific domains. In this book, Frederick Reif presents an accessible coherent introduction to some of the cognitive issues important for thinking and learning in scientific or other complex domains (such as mathematics, science, physics, chemistry, biology, engineering, or expository writing). Reif, whose experience teaching physics at the University of California led him to explore the relevance of cognitive science to education, examines with some care the kinds of knowledge and thought processes needed for good performance; discusses the difficulties faced by students trying to deal with unfamiliar scientific domains; describes some explicit teaching methods that can help students learn the requisite knowledge and thinking skills; and indicates how such methods can be implemented by instructors or textbook authors. Writing from a practically applied rather than predominantly theoretical perspective, Reif shows how findings from recent research in cognitive science can be applied to education. He discusses cognitive issues related to the kind of knowledge and thinking skills that are needed for science or mathematics courses in high school or colleges and that are essential prerequisites for more advanced intellectual performance. In particular, he argues that a better understanding of the underlying cognitive mechanisms should help to achieve a more scientific approach to science education.
Author: Mark Schneider
Publisher: Princeton University Press
ISBN: 0691225680
Category : Education
Languages : en
Pages : 329
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Book Description
School choice seeks to create a competitive arena in which public schools will attain academic excellence, encourage individual student performance, and achieve social balance. In debating the feasibility of this market approach to improving school systems, analysts have focused primarily on schools as suppliers of education, but an important question remains: Will parents be able to function as "smart consumers" on behalf of their children? Here a highly respected team of social scientists provides extensive empirical evidence on how parents currently do make these choices. Drawn from four different types of school districts in New York City and suburban New Jersey, their findings not only stress the importance of parental decision-making and involvement to school performance but also clarify the issues of school choice in ways that bring much-needed balance to the ongoing debate. The authors analyze what parents value in education, how much they know about schools, how well they can match what they say they want in schools with what their children get, how satisfied they are with their children's schools, and how their involvement in the schools is affected by the opportunity to choose. They discover, most notably, that low-income parents value education as much as, if not more than, high-income parents, but do not have access to the same quality of school information. This problem comes under sensitive, thorough scrutiny as do a host of other important topics, from school performance to segregation to children at risk of being left behind.
