Starting in early childhood, children are capable of learning sophisticated science and engineering concepts and engage in disciplinary practices. They are deeply curious about the world around them and eager to investigate the many questions they have about their environment. Educators can develop learning environments that support the development and demonstration of proficiencies in science and engineering, including making connections across the contexts of learning, which can help children see their ideas, interests, and practices as meaningful not just for school, but also in their lives. Unfortunately, in many preschool and elementary schools science gets relatively little attention compared to English language arts and mathematics. In addition, many early childhood and elementary teachers do not have extensive grounding in science and engineering content. Science and Engineering in Preschool through Elementary Grades provides evidence-based guidance on effective approaches to preschool through elementary science and engineering instruction that supports the success of all students. This report evaluates the state of the evidence on learning experiences prior to school; promising instructional approaches and what is needed for implementation to include teacher professional development, curriculum, and instructional materials; and the policies and practices at all levels that constrain or facilitate efforts to enhance preschool through elementary science and engineering. Building a solid foundation in science and engineering in the elementary grades sets the stage for later success, both by sustaining and enhancing students' natural enthusiasm for science and engineering and by establishing the knowledge and skills they need to approach the more challenging topics introduced in later grades. Through evidence-based guidance on effective approaches to preschool through elementary science and engineering instruction, this report will help teachers to support the success of all students. Table of Contents Front Matter Summary 1 Introduction 2 Preschool and Elementary Systems and Structures 3 The Contextual Nature of Children's Learning 4 Developing Children's Proficiency in and Through Investigation and Design 5 Learning Environments and Instructional Practices That Center Children, Investigation, and Design 6 The Potentials and Pitfalls of Integrating Across Domains 7 The Role of Curriculum Materials and Instructional Resources 8 Supporting Educators to Center Children, Investigation, and Design 9 Transformative Leadership 10 Progressing Toward a Vision for Science and Engineering in Preschool Through Elementary Grades References Appendix: Biosketches of Committee Members and Staff

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. Table of Contents Front Matter Summary 1 Introduction 2 Contextual Factors That Shape the Current Teacher Workforce 3 Changing Expectations for Teaching and Learning 4 Trends and Developments in the Teacher Labor Market 5 Preparing Teachers to Meet New Expectations: Preservice Teacher Education 6 Opportunities for Learning Through Inservice Professional Development 7 Opportunities for Teacher Learning in the Workplace 8 Conclusions, High-Priority Issues Requiring Immediate Action, and Research Agenda Appendix: Committee and Staff Biosketches

Computing in some form touches nearly every aspect of day to day life and is reflected in the ubiquitous use of cell phones, the expansion of automation into many industries, and the vast amounts of data that are routinely gathered about people's health, education, and buying habits. Computing is now a part of nearly every occupation, not only those in the technology industry. Given the ubiquity of computing in both personal and professional life, there are increasing calls for all learners to participate in learning experiences related to computing including more formal experiences offered in schools, opportunities in youth development programs and after-school clubs, or self-initiated hands-on experiences at home. At the same time, the lack of diversity in the computing workforce and in programs that engage learners in computing is well-documented. It is important to consider how to increase access and design experiences for a wide range of learners. Authentic experiences in STEM - that is, experiences that reflect professional practice and also connect learners to real-world problems that they care about - are one possible approach for reaching a broader range of learners. These experiences can be designed for learners of all ages and implemented in a wide range of settings. However, the role they play in developing youths' interests, capacities, and productive learning identities for computing is unclear. There is a need to better understand the role of authentic STEM experiences in supporting the development of interests, competencies, and skills related to computing. Cultivating Interest and Competencies in Computing examines the evidence on learning and teaching using authentic, open-ended pedagogical approaches and learning experiences for children and youth in grades K-12 in both formal and informal settings. This report gives particular attention to approaches and experiences that promote the success of children and youth from groups that are typically underrepresented in computing fields. Cultivating Interest and Competencies in Computing provides guidance for educators and facilitators, program designers, and other key stakeholders on how to support learners as they engage in authentic learning experiences. Table of Contents Front Matter Summary 1 Introduction 2 Barriers and Supports for Learners in Computing 3 How Learning Happens in Authentic Experiences for Computing 4 Authentic Experiences for Computing: Reviewing the Impact 5 Learning Spaces Outside of School Time 6 Computing Experiences in Schools 7 Designing Authentic Experiences for Computing 8 Conclusions, Recommendations, and Research Agenda References Appendix A: Search Strategy and Data Coding Appendix B: Committee and Staff Biographies

The imperative that all students, including English learners (ELs), achieve high academic standards and have opportunities to participate in science, technology, engineering, and mathematics (STEM) learning has become even more urgent and complex given shifts in science and mathematics standards. As a group, these students are underrepresented in STEM fields in college and in the workforce at a time when the demand for workers and professionals in STEM fields is unmet and increasing. However, English learners bring a wealth of resources to STEM learning, including knowledge and interest in STEM-related content that is born out of their experiences in their homes and communities, home languages, variation in discourse practices, and, in some cases, experiences with schooling in other countries. English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives examines the research on ELs' learning, teaching, and assessment in STEM subjects and provides guidance on how to improve learning outcomes in STEM for these students. This report considers the complex social and academic use of language delineated in the new mathematics and science standards, the diversity of the population of ELs, and the integration of English as a second language instruction with core instructional programs in STEM. Table of Contents Front Matter Summary 1 Introduction 2 Factors Shaping English Learners' Access to STEM Education in U.S. Schools 3 Relationship Between Language and STEM Learning for English Learners 4 Effective Instructional Strategies for STEM Learning and Language Development in English Learners 5 School-Family-Community: Contextual Influences on STEM Learning for English Learners 6 Preparing the Educator Workforce for English Learners in STEM 7 Assessing STEM Learning among English Learners 8 Building Capacity to Transform Science, Technology, Engineering, and Mathematics (STEM) Learning for English Learners 9 Conclusions, Recommendations, and Research Agenda Appendix: Committee and Staff Biographies

Undergraduate research has a rich history, and many practicing researchers point to undergraduate research experiences (UREs) as crucial to their own career success. There are many ongoing efforts to improve undergraduate science, technology, engineering, and mathematics (STEM) education that focus on increasing the active engagement of students and decreasing traditional lecture-based teaching, and UREs have been proposed as a solution to these efforts and may be a key strategy for broadening participation in STEM. In light of the proposals questions have been asked about what is known about student participation in UREs, best practices in UREs design, and evidence of beneficial outcomes from UREs. Undergraduate Research Experiences for STEM Students provides a comprehensive overview of and insights about the current and rapidly evolving types of UREs, in an effort to improve understanding of the complexity of UREs in terms of their content, their surrounding context, the diversity of the student participants, and the opportunities for learning provided by a research experience. This study analyzes UREs by considering them as part of a learning system that is shaped by forces related to national policy, institutional leadership, and departmental culture, as well as by the interactions among faculty, other mentors, and students. The report provides a set of questions to be considered by those implementing UREs as well as an agenda for future research that can help answer questions about how UREs work and which aspects of the experiences are most powerful. Table of Contents Front Matter Summary 1 Introduction 2 Heterogeneity of Undergraduate Research Experiences: Characterizing the Variability 3 Undergraduate Research Experiences in the Larger System of Higher Education: A Conceptual Framework 4 Research Documenting Student Participation in UREs 5 The Role of Mentoring 6 Faculty Impact and Needs 7 Need for Research About UREs 8 Considerations for Design and Implementation of Undergraduate Research Experiences 9 Conclusions and Recommendations Appendix A: STEM Participation Rates Appendix B: Committee Questions to Undergraduate Institutions and Selected Responses Appendix C: Committee and Staff Biographies