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Suggested Citation:"Index." National Research Council. 2004. Learning and Instruction: A SERP Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/10858.
×

Index

A

AAAS. See American Association for the Advancement of Science

ACT. See Algebra Cognitive Tutor

Adaptive reasoning, 67

Adding It Up, 87, 99

Adult-child conversation

one-on-one or small group, 43

Algebra, 5, 87–101

importance of, 87

research agenda initiatives, 5, 97–101

student knowledge, 87–93

teacher knowledge, 93–97

Algebra assessments

developing for various grade levels, 5, 100

Algebra Cognitive Tutor (ACT), 92–95, 98

Algorithms

buggy, 69

rigid application of, 69

Alternative approaches

to the teaching and learning of algebra, 5, 97–98

American Association for the Advancement of Science (AAAS), 28, 125

benchmarks, 127

textbook review, 128

American Association of Physics Teachers, 119

Analogy phonics, 38

Analytic phonics, 38

Answers

teachers relinquishing control of, 76

Argumentation, 132–133

science as, 134

Assessments, 25, 167–171

bias in, 19–20

early mathematics, 4, 81–84

elements of an agenda for, 169–171

formative, in classroom to assist learning, 167–168

for program evaluation, 167–169

of student knowledge of algebra, 92–93

of student knowledge of early reading, 37–39

of student knowledge of physics, 114–115

of student knowledge of science across the school years, 134–135

of student learning of elementary mathematics, 75–76

summative, to determine student attainment levels, 167–168

Assessments of reading comprehension

beyond the early years, 54–56

comprehending text on the revised SAT, 60

formative and summative, 3, 58–61

measuring recall alone, 59

B

Basal readers, 39, 46

Benchmarks

for reading comprehension, 4, 63–65

Big Math for Little Kids, 70

Bill Nye, the Science Guy, 102

Buggy algorithms, 69

Business management

insights from, 23

Business math, 87

C

Calculus, 87

Carnegie Melon University, 92, 94–95

Case, Robbie, 73

Central conceptual structures, 72

Suggested Citation:"Index." National Research Council. 2004. Learning and Instruction: A SERP Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/10858.
×

Change

resistance to, 23

in students’ evolving knowledge, monitoring, 111

Cheche Konnen project, 134

Children entering kindergarten behind their peers

challenge of, 68

Children’s magazines, 102

Children’s Math Worlds, 70

Clement, John, 104

Cognitively Guided Instruction, 86

Collaborative learning, 57

Committee on Scientific Principles for Education Research, 146, 148

Committee on the Prevention of Reading Difficulties in Young Children, 35

Competence

strategic, 67

Comprehensive Test of Basic Skills (CTBS), 116–117

Content material

including less, but at greater depth, 129

“Cooperative learning,” 53

Criteria for choosing research topics, 26–27

existing rigorous R&D efforts already showing promising gains in student achievement, 1–2, 26

pervasive problems of practice lacking knowledge base to guide instructional interventions, 2, 26

CTBS. See Comprehensive Test of Basic Skills

Curriculum and pedagogy

for reading instruction in first through third grade, 36–37

in student knowledge of algebra, 91–92

in student knowledge of early reading, 35–37

in student knowledge of physics, 110–114

in student knowledge of reading comprehension beyond the early years, 51–54

in student knowledge of science across the school years, 127–134

in student learning of elementary mathematics, 70–75

D

Data collection systems, 143, 148

Decoding language, 32–33, 46

Decontextualized language instruction in the early years, 34

Decontextualized language structures, 33, 57

Diagnoser program, 115, 123

Differentiating instruction, 40–41

Discovery Channel, 102

DiSessa, Andrea, 18, 104

E

Early mathematics assessments, 4, 81–84

implementing standards-based, 83–84

teacher understanding of, 83

technology support needed to assist teachers, 83

Early reading, 2–3, 31–49

research agenda initiatives, 3, 41–49

student knowledge, 31–39

teacher knowledge, 39–41

Early Reading First Guidelines, 42

Early reading preparedness, 3, 42–43

increased use of one-on-one or small group, adult-child conversation, 43

professional development programs on vocabulary and oral language development, 43

use of read-alouds, 43

use of science-, number-, or world-knowledge-focused curricula, 43

Educational Development Center, 71

Eisenhower math-science programs, 119

Elementary mathematics, 4–5, 66–87

research agenda initiatives, 4–5, 80–87

student learning, 66–76

teacher knowledge, 76–80

Embedded phonics, 38

Empirical investigation

methods of, 129–131

posing significant questions for, 143–144

Evaluation. See Assessments

Everyday Mathematics curriculum, 71, 76, 151

Exemplary teaching practice learning from, 45

Expected progression of student thinking, 16

Experimentation, 126

F

Follow-through, 19

Force Concept Inventory, 111–112, 114, 118–119, 134, 138, 168

Formative assessments

in classroom to assist learning, 167–168

of reading comprehension, 3, 58–61

Suggested Citation:"Index." National Research Council. 2004. Learning and Instruction: A SERP Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/10858.
×

G

Generalizing

across studies, 148–149

Goals of school science

reformulating, 129

Griffin, Sharon, 73

H

Hennessey, Sister Mary Gertrude, 131

Hestenes, David, 112

I

Implementation

amounts of variability in, 122–123

In-service education, 99

Informal mathematical reasoning

building on children’s, 68

Instructional interventions

to move students along a learning path, 16

Instructional practices

promoting reading comprehension, 3–4, 62–63

Instructional programs

differentiating, 6, 121

Integrated learning-instruction models

developing and evaluating, 6, 137–138

Integrated reading instruction, 40

developing and testing reading intervention, 46

learning from exemplary practice, 45

Interdependence

of student learning, teacher knowledge, and organizational environment, 20–24

Investigation

using methods permitting direct, 146–147

Investigations in Number, Data and Space curriculum, 71

K

Kindergarten

challenge of children entering behind their peers, 68

“Knowledge packages,” 82

Knowledge-rich goal-focused inquiry

science as, 130

Knowledge tracing, 94

L

Language development, 32

Learning

formative assessment in classroom to assist, 167–168

trajectory for teachers, 22

“Lift,” 133

Linguistic level

text comprehension involving processing at, 50

M

Ma, Liping, 77–79, 84

Magic School Bus, 102

Math Trailblazers curriculum, 71

Mathematics, 4–5, 28, 66–101

algebra, 5, 87–101

contribution to future earnings, 88

contribution to test results, 27

elementary mathematics, 4–5, 66–87

Mazur, Ed, 106

McDermott, Lillian, 104

Meaningful comparisons

developing assessment instruments to anchor, 138–139

Medical metaphor, 11–14

“Mental counting line,” 72

Metacognition

developing, 52–53

Metacognitive strategy instruction, 54, 57

developing materials for teachers using, 3, 61–62

Metz, Kathleen, 129–130

Modeling, 94, 131–132

instruction in high school physics, 112

introducing physics as, 111

science as, 133

Models

of integrated reading instruction, 3, 44–46

Momentum

misconceptions about, 18

N

NAEP. See National Assessment of Educational Progress

National Assessment of Educational Progress (NAEP), 36, 75, 102

National Center for Education Statistics, 36, 102

Suggested Citation:"Index." National Research Council. 2004. Learning and Instruction: A SERP Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/10858.
×

National Council of Teachers of Mathematics (NCTM), 82, 95, 99

National Institute of Child Health and Human Development, 10, 31, 38, 44, 46–49, 52, 55, 58

National Reading Panel, 31, 40, 44, 48–49, 54, 58

National Research Council (NRC), 10, 19, 31, 67, 88, 125, 142, 145, 150, 170

Committee on the Prevention of Reading Difficulties in Young Children, 35

science standards, 127

National Science Foundation (NSF), 71

curricula supported by, 86, 97–98, 147

teacher enhancement projects, 119

NCTM. See National Council of Teachers of Mathematics

Newtonian mechanics, 104–105, 118

No Child Left Behind legislation, 43

NRC. See National Research Council

NSF. See National Science Foundation

Number-knowledge-focused curricula, 43

Number Knowledge Test, 70, 73–75, 168

Number words

ability to verbally count using, 73

Number Worlds curriculum, 70, 73–75, 86, 168

O

One-on-one adult-child conversation, 43

One-to-one correspondence

ability to count with, 73

Organizational environment

hampering adoption and use of improved instructional methods, 22–23

interdependent with student learning and teacher knowledge, 20–24

Organizing knowledge around core concepts

subtraction with regrouping, 76–80

P

PALS. See Virginia Phonological Awareness and Literacy Screening

Pasteur’s quadrant, 11

Payne, Roger, 130

Peabody Individual Achievement Test (PIAT), 75

Phonemic awareness, 34

“Phonics” instruction, 32–33, 38, 40

analogy phonics, 38

analytic phonics, 38

embedded phonics, 38

phonics through spelling, 38

in student knowledge of early reading, 38

synthetic phonics, 38

Phonological Awareness and Literacy Screening (PALS), 39

Physics, 5–6, 103–124

research agenda initiatives, 6, 120–124

student knowledge, 103–115

teacher knowledge, 115–120

Physics Education Group, 106–107

Physics teaching resource agent (PTRA) program, 119–120

PIAT. See Peabody Individual Achievement Test

Poverty

and math ability, 75

Practice

bridging gap with research, 19

bridging gap with theory, 145

focus on, 10–14, 21, 29

Pre-service education, 99

Preventing Reading Difficulties in Young Children, 31, 39

Primary school mathematics, 72–75

ability to count with one-to-one correspondence, 73

ability to “mentally stimulate” the sensorimotor counting, 73

ability to recognize quantity as set size, 73

ability to verbally count using number words, 73

Principles and Standards for School Mathematics. See National Council of Teachers of Mathematics

Procedural fluency, 67

Productive disposition, 67

Professional development programs

on vocabulary and oral language development, 43

Professional scrutiny and critique

disclosing research for, 149–150

Proficiency

mathematical, 67

needed to meet demands of modern life, 27

Program evaluation

assessment for, 167–169

Progression of student understanding

in student knowledge of algebra, 89–91

in student knowledge of early reading, 31–34

in student knowledge of physics, 104–110

in student knowledge of reading comprehension beyond the early years, 51

Suggested Citation:"Index." National Research Council. 2004. Learning and Instruction: A SERP Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/10858.
×

in student knowledge of science across the school years, 125–127

in student learning of elementary mathematics, 68–69

PTRA. See Physics teaching resource agent

Q

Quality. See Research quality and impact

Quantity as set size

ability to recognize, 73

Questioning the author, 52–53, 61

Questions

schematic, for teaching and learning, 15

R

RAND, 47, 67

Reading Study Group, 49–52, 54, 56

R&D. See Research and development base in education

Read-alouds, 43

Readers

assessment of, 55

Reading, 2–4, 28, 30–65

See also Early reading

Reading comprehension beyond the early years, 3–4, 49–65

contribution to test results, 27

prominence in learning of most subject areas, 28

research agenda initiatives, 3–4, 58–65

student knowledge, 49–56

teacher knowledge, 56–58

Reading Excellence Act, 42

Reading intervention

developing and testing, 46

Reading Mastery program, 41

Reasoning

adaptive, 67

providing a coherent and explicit chain of, 147–148

Recall alone

measuring, 59

Reciprocal teaching, 53, 57, 61

“Reflective assessment,” 121

in ThinkerTools, 113, 116–117, 151

Replication

across studies, 148–149

independent, 20

Research agenda

criteria for choosing topics, 26–27

framework for, 24–29

research domains, 27–29

Research agenda initiatives in algebra, 5, 97–101

alternative approaches to teaching and learning, 5, 97–98

developing assessments for various grade levels, 5, 100

knowledge of mathematics needed to teach effectively, 5, 99

students’ proficiency over time with algebra as a K-12 topic, 5, 100–101

Research agenda initiatives in early reading, 3, 41–49

knowledge requirements for teachers, 3, 47–49

models of integrated reading instruction, 3, 44–46

narrowing the gap in preparedness for, 3, 42–43

Research agenda initiatives in elementary mathematics, 4–5, 80–87

developing better assessments, 4, 81–84

evaluating and comparing curricular approaches to teaching number and operations, 4–5, 85–87

knowledge required to teach, 4, 84–85

Research agenda initiatives in physics, 6, 120–124

differentiating instructional programs and identifying successful outcomes, 6, 121

scalability of promising curricula in different school contexts, 6, 121–123

teacher knowledge requirements for effective use of a curriculum, 6, 123–124

Research agenda initiatives in reading comprehension beyond the early years, 3–4, 58–65

benchmarks for, 4, 63–65

developing materials for teachers using metacognitive strategy instruction, 3, 61–62

formative and summative assessments of, 3, 58–61

instructional practices promoting, 3–4, 62–63

Research agenda initiatives in science education across the school years, 6, 135–141

developing and evaluating integrated learning-instruction models, 6, 137–138

Suggested Citation:"Index." National Research Council. 2004. Learning and Instruction: A SERP Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/10858.
×

developing assessment instruments to anchor meaningful comparisons, 138–139

evaluating standards for science achievement, 6, 141

teacher knowledge requirements, 6, 140

Research and development (R&D) base in education, 1–2, 14–17

assessing a student’s progress given general and discipline-specific norms and practices to support student learning, 16–17

bridging gap with practice, 19

elements of an agenda for assessment, 169–171

expected progression of student thinking based on knowledge of students’ common understandings and preconceptions of a topic, 16

improving, 17–20

instructional interventions to move students along a learning path, 16

misconceptions about momentum, 18

schematic questions for teaching and learning, 15

what students should know or be able to do, 15

Research quality and impact, 7–8, 142–151

disclosing research for professional scrutiny and critique, 149–150

linking research to relevant theory, 145–146

posing significant questions for empirical investigation, 143–144

providing a coherent and explicit chain of reasoning, 147–148

replicating and generalizing across studies, 148–149

using methods permitting direct investigation, 146–147

Revised SAT

comprehending text on, 60

S

SAT

comprehending text on revised, 60

Scalability

of promising physics curricula in different school contexts, 6, 121–123

Schematic questions

for teaching and learning, 15

Science, 5–6, 28, 102–141

as argumentation, 134

as knowledge-rich goal-focused inquiry, 130

as modeling, 133

physics, 5–6, 103–124

as theory building, 130

Science education across the school years, 6, 124–141

research agenda initiatives, 6, 135–141

student knowledge, 124–135

student knowledge of, 124–135

teacher knowledge, 135

weakness in, 28

Science for All Americans, 125

Science-knowledge-focused curricula, 43

Scientific category system

helping students recognize objects and events within a, 111

Scientific Research in Education, 142

Scientists

thinking like, 105, 126

Semantic level

text comprehension involving processing at, 50

Sensorimotor counting

ability to “mentally stimulate,” 73

SERP. See Strategic Education Research Partnership (SERP)

Small group, adult-child conversation, 43

Spelling

phonics through, 38

Standardized tests

shortcomings of, 169

Standards-based assessments

implementing, 83–84

Standards for science achievement

evaluating, 6, 141

Strategic competence, 67

Strategic Education Research Partnership (SERP), 1–2, 7–10, 21, 61, 98, 129, 136, 138–139, 141–144, 149–151, 167–171

dealing with organizational issues, 23–25

field sites for, 7, 87, 122

mission of, 9

networks of, 28–30, 63

opportunity to develop integrated assessment system, 82, 123

Strategy instruction, 52

Student achievement

existing rigorous R&D efforts already showing promising gains in, 1–2, 26

over time, with algebra as a K-12 topic, 5, 100–101

summative assessment to determine, 167–168

Suggested Citation:"Index." National Research Council. 2004. Learning and Instruction: A SERP Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/10858.
×

Student knowledge

fostering long-term development of, 129

interdependent with teacher knowledge and organizational environment, 20–24

Student knowledge of algebra, 87–93

assessment, 92–93

curriculum and pedagogy, 91–92

progression of student understanding in algebra, 89–91

what children should know and be able to do, 88–89

Student knowledge of early reading, 31–39

assessment, 37–39

curriculum and pedagogy, 35–37

curriculum components for reading instruction in first through third grade, 36–37

decontextualized language instruction in the early years, 34

phonics instructional approaches, 38

progression of understanding, 31–34

what children should know and be able to do, 31

Student knowledge of elementary mathematics, 66–76

assessment, 75–76

buggy algorithms, 69

curriculum development, 70–75

primary school mathematics, 72–75

progression of understanding, 68–69

rigid application of algorithms, 69

what children should know and be able to do, 66–67

Student knowledge of physics, 103–115

assessment, 114–115

curriculum and pedagogy, 110–114

modeling instruction in high school physics, 112

progression of student understanding in algebra, 104–110

understanding electrical circuits, 106–107

understanding fluid/medium effects and gravitational effects, 108–109

what children should know and be able to do, 103–104

Student knowledge of reading comprehension beyond the early years, 49–56

assessment, 54–56

curriculum and pedagogy, 51–54

progression of understanding, 51

text comprehension involving processing at different levels, 50

what children should know and be able to do, 49–50

Student knowledge of science across the school years, 124–135

assessment, 134–135

curriculum and pedagogy, 127–134

progression of student understanding, 125–127

what children should know and be able to do, 124–125

Subtraction

with regrouping, 76–80

Success for All program, 41

Successful outcomes

identifying, 6, 121

Summative assessments

to determine student attainment levels, 167–168

of reading comprehension, 3, 58–61

Surface-level reading, 52

“Symbolic fluency,” 91

Synthetic phonics, 38

T

Teacher knowledge

accounting for variance in students’ achievement scores, 21

of how to integrate research insights into instructional practice, 41, 54

interdependent with student learning and organizational environment, 20–24

for reading comprehension beyond the early years, 56–58

for science education across the school years, 6, 135, 140

teachers needed to convey, 80

Teacher knowledge of algebra, 5, 93–97, 99

Algebra Cognitive Tutor (ACT), 92–95, 98

Teacher knowledge of early reading, 3, 39–41, 47–49

differentiating instruction, 40–41

integrating instruction, 40

Teacher knowledge of elementary mathematics, 4, 76–80, 84–85

organizing knowledge around core concepts—subtraction with regrouping, 76–80

Teacher knowledge of physics, 115–120

Force Concept Inventory, 111–112, 114, 118–119, 134, 138, 168

needed for effective use of a physics curriculum, 6, 123–124

reflective assessment in ThinkerTools, 113, 116–117, 151

Suggested Citation:"Index." National Research Council. 2004. Learning and Instruction: A SERP Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/10858.
×

Teacher understanding

of assessments, 83

Teaching Children to Read, 31

Teaching number and operations

evaluating and comparing curricular approaches to, 4–5, 85–87

Technology support

needed to assist teachers, 83

Texas Primary Reading Inventory (TPRI), 39

Text

assessment of, 55–56

complexity of, 64–65

Text comprehension involving processing at different levels, 50

linguistic level, 50

semantic level, 50

in student knowledge of reading comprehension beyond the early years, 50

understanding level, 50

Text talk, 53, 61

Theory

bridging gap with practice, 145

developing, 145–146

linking research to relevant, 145–146

Theory building

science as, 130

ThinkerTools

reflective assessment in, 113, 116–117, 151

Third International Mathematics and Science Study (TIMSS), 102, 128

3-2-1 Contact, 102

TIMSS. See Third International Mathematics and Science Study

TPRI. See Texas Primary Reading Inventory

Transferring strategy use, 54

Travel metaphor, 25–26

U

Understanding

conceptual, 67

electrical circuits, 106–107

fluid/medium effects and gravitational effects, 108–109

Understanding level

text comprehension involving processing at, 50

University of Arizona, 112

University of Washington

Physics Education Group, 106–107

U.S. Department of Education, 142

V

Virginia Phonological Awareness and Literacy Screening (PALS), 39

W

What children should know and be able to do, 15

in knowledge of algebra, 88–89

in knowledge of early reading, 31

in knowledge of physics, 103–104

in knowledge of reading comprehension beyond the early years, 49–50

in knowledge of science across the school years, 124–125

in learning of elementary mathematics, 66–67

World-knowledge-focused curricula, 43

Suggested Citation:"Index." National Research Council. 2004. Learning and Instruction: A SERP Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/10858.
×
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The Strategic Education Research Partnership (SERP) is a bold, ambitious plan that proposes a revolutionary program of education research and development. Its purpose is to construct a powerful knowledge base, derived from both research and practice, that will support the efforts of teachers, school administrators, colleges of education, and policy officials—with the ultimate goal of significantly improving student learning. The proposals in this book have the potential to substantially improve the knowledge base that supports teaching and learning by pursuing answers to questions at the core of teaching practices. It calls for the linking of research and development, including instructional programs, assessment tools, teacher education programs, and materials. Best of all, the book provides a solid framework for a program of research and development that will be genuinely useful to classroom teachers.

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