First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods?to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education. Table of Contents Front Matter I INTRODUCTION 1 Learning: From Speculation to Science II LEARNERS AND LEARNING 2 How Experts Differ from Novices 3 Learning and Transfer 4 How Children Learn 5 Mind and Brain III TEACHERS AND TEACHING 6 The Design of Learning Environments 7 Effective Teaching: Examples in History, Mathematics, and Science 8 Teacher Learning 9 Technology to Support Learning IV FUTURE DIRECTIONS FOR THE SCIENCE OF LEARNING 10 Conclusions 11 Next Steps for Research References Biographical Sketches of Committees' Members and Staff Acknowledgments Index

Using Science as Evidence in Public Policy encourages scientists to think differently about the use of scientific evidence in policy making. This report investigates why scientific evidence is important to policy making and argues that an extensive body of research on knowledge utilization has not led to any widely accepted explanation of what it means to use science in public policy. Using Science as Evidence in Public Policy identifies the gaps in our understanding and develops a framework for a new field of research to fill those gaps. For social scientists in a number of specialized fields, whether established scholars or Ph.D. students, Using Science as Evidence in Public Policy shows how to bring their expertise to bear on the study of using science to inform public policy. More generally, this report will be of special interest to scientists who want to see their research used in policy making, offering guidance on what is required beyond producing quality research, beyond translating results into more understandable terms, and beyond brokering the results through intermediaries, such as think tanks, lobbyists, and advocacy groups. For administrators and faculty in public policy programs and schools, Using Science as Evidence in Public Policy identifies critical elements of instruction that will better equip graduates to promote the use of science in policy making. Table of Contents Front Matter Summary 1 Introduction 2 Why This Report Now 3 The Use of Research Knowledge: Current Scholarship 4 Research on the Use of Science in Policy: A Framework 5 The Next Generation of Researchers and Practitioners References Appendix A: Selected Major Social Science Research Methods: Overview Appendix B: Biographical Sketches of Committee Members and Staff

The U.S. intelligence community (IC) is a complex human enterprise whose success depends on how well the people in it perform their work. Although often aided by sophisticated technologies, these people ultimately rely on their own intellect to identify, synthesize, and communicate the information on which the nation's security depends. The IC's success depends on having trained, motivated, and thoughtful people working within organizations able to understand, value, and coordinate their capabilities. Intelligence Analysis provides up-to-date scientific guidance for the intelligence community (IC) so that it might improve individual and group judgments, communication between analysts, and analytic processes. The papers in this volume provide the detailed evidentiary base for the National Research Council's report, Intelligence Analysis for Tomorrow: Advances from the Behavioral and Social Sciences. The opening chapter focuses on the structure, missions, operations, and characteristics of the IC while the following 12 papers provide in-depth reviews of key topics in three areas: analytic methods, analysts, and organizations. Informed by the IC's unique missions and constraints, each paper documents the latest advancements of the relevant science and is a stand-alone resource for the IC's leadership and workforce. The collection allows readers to focus on one area of interest (analytic methods, analysts, or organizations) or even one particular aspect of a category. As a collection, the volume provides a broad perspective of the issues involved in making difficult decisions, which is at the heart of intelligence analysis.

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. Table of Contents Front Matter Executive Summary 1 Setting the Stage 2 Adolescent Development 3 Personal and Social Assets that Promote Well-Being 4 Features of Positive Developmental Settings 5 The Landscape of Community Programs for Youth 6 Lessons from Experimental Evaluations 7 Generating New Information 8 Data and Technical Assistance Resources 9 Funding and Support for Programs 10 Conclusions and Recommendations Appendix A Fundamental Principles of Human Development Appendix B Theoretical Frameworks for Conceptualizing Positive Developmental Processes Appendix C Biographical Sketches Appendix D Related Reports from the National Academies References Index

Automation in air traffic control may increase efficiency, but it also raises questions about adequate human control over automated systems. Following on the panel's first volume on air traffic control automation, Flight to the Future (NRC, 1997), this book focuses on the interaction of pilots and air traffic controllers, with a growing network of automated functions in the airspace system. The panel offers recommendations for development of human-centered automation, addressing key areas such as providing levels of automation that are appropriate to levels of risk, examining procedures for recovery from emergencies, free flight versus ground-based authority, and more. The book explores ways in which technology can build on human strengths and compensate for human vulnerabilities, minimizing both mistrust of automation and complacency about its abilities. The panel presents an overview of emerging technologies and trends toward automation within the national airspace system?in areas such as global positioning and other aspects of surveillance, flight information provided to pilots an controllers, collision avoidance, strategic long-term planning, and systems for training and maintenance. The book examines how to achieve better integration of research and development, including the importance of user involvement in air traffic control. It also discusses how to harmonize the wide range of functions in the national airspace system, with a detailed review of the free flight initiative. Table of Contents Front Matter Summary Part I: Automation Issues and Emerging Technologies 1 Automation Issues in Air Traffic Management 2 Emerging Technological Resources Part II: Current and Envisioned Automation of Air Traffic Control Tasks 3 Surveillance and Communication 4 Flight Information 5 Immediate Conflict Avoidance 6 Strategic Long-Range Planning 7 Support Functions Part III: Integration 8 Integration of Research and Development 9 Airspace System Integration: The Concept of Free Flight 10 Conclusions and Recommendations References Appendixes Appendix A Appendix B Appendix C Index Color Plates

Developing credible short-term and long-term projections of Medicare health care costs is critical for public- and private-sector policy planning, but faces challenges and uncertainties. There is uncertainty not only in the underlying economic and demographic assumptions used in projection models, but also in what a policy modeler assumes about future changes in the health status of the population and the factors affecting health status , the extent and pace of scientific and technological breakthroughs in medical care, the preferences of the population for particular kinds of care, the likelihood that policy makers will alter current law and regulations, and how each of these factors relates to health care costs for the elderly population. Given the substantial growth in the Medicare population and the continued increases in Medicare, Medicaid, and private health insurance spending, the availability of well-specified models and analyses that can provide useful information on the likely cost implications of health care policy alternatives is essential. It is therefore timely to review the capabilities and limitations of extant health care cost models and to identify areas for research that offer the most promise to improve modeling, not only of current U.S. health care programs, but also of policy alternatives that may be considered in the coming years. The National Research Council conducted a public workshop focusing on areas of research needed to improve health care cost projections for the Medicare population, and on the strengths and weaknesses of competing frameworks for projecting health care expenditures for the elderly. The workshop considered major classes of projection and simulation models that are currently used and the underlying data sources and research inputs for these models. It also explored areas in which additional research and data are needed to inform model development and health care policy analysis more broadly. The workshop, summarized in this volume, drew people from a wide variety of disciplines and perspectives, including federal agencies, academia, and nongovernmental organizations. Table of Contents Front Matter 1 Introduction 2 Current Models of Health Care Cost Projections 3 Modeling Medical Technology 4 Factors Affecting Health Status 5 Participants' Views on Needed Research References Appendixes Appendix A: Predicting Medicare Cost Growth--John N. Friedman Appendix B: Workshop Agenda and Presenters Appendix C: Biographical Sketches of Steering Committee Members Committee on National Statistics

The national income and product accounts that underlie gross domestic product (GDP), together with other key economic data?price and employment statistics? are widely used as indicators of how well the nation is doing. GDP, however, is focused on the production of goods and services sold in markets and reveals relatively little about important production in the home and other areas outside of markets. A set of satellite accounts?in areas such as health, education, volunteer and home production, and environmental improvement or pollution?would contribute to a better understanding of major issues related to economic growth and societal well-being. Beyond the Market: Designing Nonmarket Accounts for the United States hopes to encourage social scientists to make further efforts and contributions in the analysis of nonmarket activities and in corresponding data collection and accounting systems. The book illustrates new data sources and new ideas that have improved the prospects for progress. Table of Contents Front Matter Executive Summary 1 Introduction 2 Accounting and Data Foundations 3 Home Production 4 The Role of the Family in the Production of Human Capital 5 Education 6 Health 7 The Government and Private Nonprofit Sectors 8 The Environment References Appendix: Biographical Sketches of Panel Members and Staff Index

This is a CD with the proceedings and transcripts from a workshop on Linking Mandatory Professional Development with High-Quality Teaching and Learning. This workshop was presented by the National Academies Teacher Advisory Council, Divisions of Behavioral and Social Sciences and Education, and the National Research Council.

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.

Is it possible for people to register and retain what is said in their presence while they sleep? If it is possible, is the learning that takes place during sleep efficient enough to be of practical as well as theoretical significance? These are the questions of chief concern in this paper. To address these issues, the second section of the paper summarizes research dealing with a number of variables that may have an important influence on sleep learning. In the third section, some tentative conclusions concerning the possibility and practicality of learning during sleep are outlined.

At the request of the U.S. Department of Education, the National Research Council's (NRC) Board on Testing and Assessment (BOTA) convened a workshop on reporting test results for individuals who receive accommodations during large-scale assessments. The workshop brought together representatives from state assessment offices, individuals familiar with testing students with disabilities and English-language learners, and measurement experts to discuss the policy, measurement, and score use considerations associated with testing students with special needs.

Following a 2011 report by the National Research Council (NRC) on successful K-12 education in science, technology, engineering, and mathematics (STEM), Congress asked the National Science Foundation to identify methods for tracking progress toward the report's recommendations. In response, the NRC convened the Committee on an Evaluation Framework for Successful K-12 STEM Education to take on this assignment. The committee developed 14 indicators linked to the 2011 report's recommendations. By providing a focused set of key indicators related to students' access to quality learning, educator's capacity, and policy and funding initiatives in STEM, the committee addresses the need for research and data that can be used to monitor progress in K-12 STEM education and make informed decisions about improving it. The recommended indicators provide a framework for Congress and relevant deferral agencies to create and implement a national-level monitoring and reporting system that: assesses progress toward key improvements recommended by a previous National Research Council (2011) committee; measures student knowledge, interest, and participation in the STEM disciplines and STEM-related activities; tracks financial, human capital, and material investments in K-12 STEM education at the federal, state, and local levels; provides information about the capabilities of the STEM education workforce, including teachers and principals; and facilitates strategic planning for federal investments in STEM education and workforce development when used with labor force projections. All 14 indicators explained in this report are intended to form the core of this system. Monitoring Progress Toward Successful K-12 STEM Education: A Nation Advancing? summarizes the 14 indicators and tracks progress towards the initial report's recommendations. Table of Contents Front Matter Executive Summary Introduction Foundation for This Study Study Overview Indicators for Measuring Improvements to the U.S. K-12 STEM Education System Creating a Monitoring and Reporting System for K-12 STEM Education Conclusion References Appendix: Summary of Relevant Surveys Administered by the U.S. Department of Education Acknowledgments

Many studies point to the inadequacy of precollege education in the United States. How can it be improved? The development of effective policy requires information on the condition of education and the ability to measure change. This book lays out a framework for an efficient monitoring system. Key variables include teacher quality and quantity, course content, instructional time and enrollment, and student achievement.