Adding It Up explores how students in pre-K through 8th grade learn mathematics and recommends how teaching, curricula, and teacher education should change to improve mathematics learning during these critical years. The committee identifies five interdependent components of mathematical proficiency and describes how students develop this proficiency. With examples and illustrations, the book presents a portrait of mathematics learning: * Research findings on what children know about numbers by the time they arrive in pre-K and the implications for mathematics instruction. * Details on the processes by which students acquire mathematical proficiency with whole numbers, rational numbers, and integers, as well as beginning algebra, geometry, measurement, and probability and statistics. The committee discusses what is known from research about teaching for mathematics proficiency, focusing on the interactions between teachers and students around educational materials and how teachers develop proficiency in teaching mathematics.

Adding It Up: Helping Children Learn Mathematics

What is science for a child? How do children learn about science and how to do science? Drawing on a vast array of work from neuroscience to classroom observation, Taking Science to School provides a comprehensive picture of what we know about teaching and learning science from kindergarten through eighth grade. By looking at a broad range of questions, this book provides a basic foundation for guiding science teaching and supporting students in their learning. Taking Science to School answers such questions as: * When do children begin to learn about science? Are there critical stages in a child's development of such scientific concepts as mass or animate objects? * What role does nonschool learning play in children's knowledge of science? * How can science education capitalize on children's natural curiosity? * What are the best tasks for books, lectures, and hands-on learning? * How can teachers be taught to teach science? The book also provides a detailed examination of how we know what we know about children's learning of science--about the role of research and evidence. This book will be an essential resource for everyone involved in K-8 science education--teachers, principals, boards of education, teacher education providers and accreditors, education researchers, federal education agencies, and state and federal policy makers. It will also be a useful guide for parents and others interested in how children learn.

Taking science to school: Learning and teaching science in grades K-8. Committee on Science Learning, Kindergarten through 8th grade: National Research Council, Board on Science Education, Division of Behavioral and Social Sciences and Education

What is science for a child? How do children learn about science and how to do science? Drawing on a vast array of work from neuroscience to classroom observation, Taking Science to School provides a comprehensive picture of what we know about teaching and learning science from kindergarten through eighth grade By looking at a broad range of questions, this book provides a basic foundation for guiding science teaching and supporting students in their learning Taking Science to School answers such questions as: * When do children begin to learn about science? Are there critical stages in a child's development of such scientific concepts as mass or animate objects? * What role does nonschool learning play in children's knowledge of science? * How can science education capitalize on children's natural curiosity? * What are the best tasks for books, lectures, and hands-on learning? * How can teachers be taught to teach science? The book also provides a detailed examination of how we know what we know about children's learning of science--about the role of research and evidence This book will be an essential resource for everyone involved in K-8 science education--teachers, principals, boards of education, teacher education providers and accreditors, education researchers, federal education agencies, and state and federal policy makers It will also be a useful guide for parents and others interested in how children learn

Taking science to school: learning and teaching science in grades k-8

The gap in achievement across racial and ethnic groups has been a focus of education research for decades, but the disproportionate suspension and expulsion of Black, Latino, and American Indian students has received less attention. This article synthesizes research on racial and ethnic patterns in school sanctions and considers how disproportionate discipline might contribute to lagging achievement among students of color. It further examines the evidence for student, school, and community contributors to the racial and ethnic patterns in school sanctions, and it offers promising directions for gap-reducing discipline policies and practices.

https://www.jstor.org/stable/pdfplus/27764554.pdf

The Achievement Gap and the Discipline Gap Two Sides of the Same Coin

Discipline practices in schools affect the social quality of each educa- tional environment, and the ability of children to achieve the academic and social gains essential for success in a 21st century society. We review the documented patterns of office discipline referrals in 364 elementary and middle schools during the 2005-2006 academic year. Data were reported by school personnel through daily or weekly uploading of office discipline referrals using the Web-based School-wide Information System. Descriptive and logistic regression analyses indicate that students from African American families are 2.19 (elementary) to 3.78 (middle) times as likely to be referred to the office for problem behavior as their White peers. In addition, the results indicate that students from African American and Latino families are more likely than their White peers to receive expulsion or out of school suspension as consequences for the same or similar problem behavior. These results extend and are consistent with a long history of similar findings, and argue for direct efforts in policy, practice, and research to address ubiquitous racial and ethnic disparities in school discipline.

/pdf/race-is-not-neutral-a-national-investigation-of-african-2ka79gc72j.pdf

Race Is Not Neutral: A National Investigation of African American and Latino Disproportionality in School Discipline

Minority Students in Special and Gifted Education.

How People Learn: Bridging Research and Practice provides a broad overview of research on learners and learning and on teachers and teaching. It expands on the 1999 National Research Council publication How People Learn: Brain, Mind, Experience, and School, Expanded Edition that analyzed the science of learning in infants, educators, experts, and more. In How People Learn: Bridging Research and Practice, the Committee on Learning Research and Educational Practice asks how the insights from research can be incorporated into classroom practice and suggests a research and development agenda that would inform and stimulate the required change. The committee identifies teachers, or classroom practitioners, as the key to change, while acknowledging that change at the classroom level is significantly impacted by overarching public policies. How People Learn: Bridging Research and Practice highlights three key findings about how students gain and retain knowledge and discusses the implications of these findings for teaching and teacher preparation. The highlighted principles of learning are applicable to teacher education and professional development programs as well as to K-12 education. The research-based messages found in this book are clear and directly relevant to classroom practice. It is a useful guide for teachers, administrators, researchers, curriculum specialists, and educational policy makers.

/pdf/how-people-learn-bridging-research-and-practice-14tsopjeog.pdf

How People Learn: Bridging Research and Practice

How Students Learn: Science in the Classroom builds on the discoveries detailed in the best-selling How People Learn. Now these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness. Organized for utility, the book explores how the principles of learning can be applied in science at three levels: elementary, middle, and high school. Leading educators explain in detail how they developed successful curricula and teaching approaches, presenting strategies that serve as models for curriculum development and classroom instruction. Their recounting of personal teaching experiences lends strength and warmth to this volume. This book discusses how to build straightforward science experiments into true understanding of scientific principles. It also features illustrated suggestions for classroom activities.

How Students Learn: Science in the Classroom.

How Students Learn: History in the Classroom

How Students Learn: History in the Classroom builds on the discoveries detailed in the best-selling How People Learn. Now these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness. The book explores the importance of balancing students' knowledge of historical fact against their understanding of concepts, such as change and cause, and their skills in assessing historical accounts. It also features illustrated suggestion for classroom activities.

M. Suzanne Donovan

Papers

Minority Students in Special and Gifted Education.

How People Learn: Bridging Research and Practice

How Students Learn: Science in the Classroom.

How Students Learn: History in the Classroom

How Students Learn: History in the Classroom.