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Reopening K-12 Schools During the COVID-19 Pandemic - Prioritizing Health, Equity, and Communities (Paperback)
National Academies of Sciences, Engineering, and Medicine, Division of Behavioral and Social Sciences and Education, Board on Children, Youth, and Families, Board on Science Education, Standing Committee on Emerging Infectious Diseases and 21st Century Health Threats, …
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The COVID-19 pandemic has presented unprecedented challenges to the
nation's K-12 education system. The rush to slow the spread of the
virus led to closures of schools across the country, with little
time to ensure continuity of instruction or to create a framework
for deciding when and how to reopen schools. States, districts, and
schools are now grappling with the complex and high-stakes
questions of whether to reopen school buildings and how to operate
them safely if they do reopen. These decisions need to be informed
by the most up-to-date evidence about the SARS-CoV-2 virus that
causes COVID-19; about the impacts of school closures on students
and families; and about the complexities of operating school
buildings as the pandemic persists. Reopening K-12 Schools During
the COVID-19 Pandemic: Prioritizing Health, Equity, and Communities
provides guidance on the reopening and operation of elementary and
secondary schools for the 2020-2021 school year. The
recommendations of this report are designed to help districts and
schools successfully navigate the complex decisions around
reopening school buildings, keeping them open, and operating them
safely. Table of Contents Front Matter Summary 1 K12 Schools and
COVID-19: Context and Framing 2 COVID-19: What Is and Is Not Known
3 Schools and the Pandemic 4 Deciding to Reopen Schools 5 Reducing
Transmission When School Buildings Are Open 6 Recommendations and
Urgent Research Epilogue References Appendix A: The Committee's
Review of Existing Evidence Appendix B: Guidance Documents
Collected by the Committee Appendix C: Example District Plans for
Reopening Schools Appendix D: Biographical Sketches of Committee
Members and Staff
Scientific thinking and understanding are essential for all people
navigating the world, not just for scientists and other science,
technology, engineering and mathematics (STEM) professionals.
Knowledge of science and the practice of scientific thinking are
essential components of a fully functioning democracy. Science is
also crucial for the future STEM workforce and the pursuit of
living wage jobs. Yet, science education is not the national
priority it needs to be, and states and local communities are not
yet delivering high quality, rigorous learning experiences in equal
measure to all students from elementary school through higher
education. Call to Action for Science Education: Building
Opportunity for the Future articulates a vision for high quality
science education, describes the gaps in opportunity that currently
exist for many students, and outlines key priorities that need to
be addressed in order to advance better, more equitable science
education across grades K-16. This report makes recommendations for
state and federal policy makers on ways to support equitable,
productive pathways for all students to thrive and have
opportunities to pursue careers that build on scientific skills and
concepts. Call to Action for Science Education challenges the
policy-making community at state and federal levels to acknowledge
the importance of science, make science education a core national
priority, and empower and give local communities the resources they
must have to deliver a better, more equitable science education.
Table of Contents Front Matter Summary Introduction Why Better,
More Equitable Science Education Should Be a National Priority A
Vision for Better, More Equitable Science Education How Far Are We
from This Vision for All Students? How Do We Get There?
Recommendations How Can We Learn from These Efforts? In Conclusion
References For Further Reading Committee Member Biosketches
Acknowledgments
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
K?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
assessments?whatever their purpose?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. Table of Contents Front Matter 1 What's
Really Different? 2 What Does This Kind of Assessment Look Like? 3
What Can I Learn from My Students' Work? 4 Building New Kinds of
Assessments into the Flow of Your Instruction 5 You and Your
School, District, and State References Resources for Practitioners
Biographical Sketches of Consulting Experts About the Authors
Acknowledgments Index Photo Credits
STEM Integration in K-12 Education examines current efforts to
connect the STEM disciplines in K-12 education. This report
identifies and characterizes existing approaches to integrated STEM
education, both in formal and after- and out-of-school settings.
The report reviews the evidence for the impact of integrated
approaches on various student outcomes, and it proposes a set of
priority research questions to advance the understanding of
integrated STEM education. STEM Integration in K-12 Education
proposes a framework to provide a common perspective and vocabulary
for researchers, practitioners, and others to identify, discuss,
and investigate specific integrated STEM initiatives within the
K-12 education system of the United States. STEM Integration in
K-12 Education makes recommendations for designers of integrated
STEM experiences, assessment developers, and researchers to design
and document effective integrated STEM education. This report will
help to further their work and improve the chances that some forms
of integrated STEM education will make a positive difference in
student learning and interest and other valued outcomes. Table of
Contents Front Matter Summary 1 Introduction 2 A Descriptive
Framework for Integrated STEM Education 3 Integrated STEM Education
Experiences: Reviewing the Research 4 Implications of the Research
for Designing Integrated STEM Experiences 5 Context for
Implementing Integrated STEM 6 Findings, Recommendations, and
Research Agenda Appendix: Biographies of Committee Members
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. Table of Contents Front Matter Summary 1 Introduction 2 A
New Vision of Science Teaching and Learning 3 The Current Status of
Science Instruction 4 The K-12 Science Teaching Workforce 5 Science
Teachers' Learning Needs 6 Professional Development Programs 7
Teacher Learning in Schools and Classrooms 8 Creating a Supportive
Context for Teacher Learning 9 Conclusions, Recommendations, and
Directions for Research Appendix: Biographical Sketches of
Committee Members and Staff
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