WorldCat Identities

Schweingruber, Heidi A.

Overview
Works: 16 works in 143 publications in 1 language and 14,256 library holdings
Genres: Case studies 
Roles: Editor, Author
Publication Timeline
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Most widely held works by Heidi A Schweingruber
America's lab report : investigations in high school science by National Research Council (U.S.)( )

19 editions published between 2005 and 2006 in English and held by 1,993 WorldCat member libraries worldwide

"Laboratory experiences as a part of most U.S. high science curricula have been taken for granted for decades, but they have rarely been carefully examined. What do they contribute to science learning? What can they contribute to science learning? What is the current status of labs in our nation s high schools as a context for learning science? This book looks at a range of questions about how laboratory experiences fit into U.S. high schools."--NAP Web site
Ready, set, science! : putting research to work in K-8 science classrooms by Sarah Michaels( )

19 editions published between 2007 and 2008 in English and held by 1,926 WorldCat member libraries worldwide

What types of instructional experiences help K-8 students learn science with understanding? Created by the National Academies Press, this Web site is an online version of a book published in 2007 entitled, Ready, set, science! The book explores what science educators teachers, teacher leaders, science specialists, professional development staff, curriculum designers, school administrators need to know to create and support such experiences
Surrounded by science : learning science in informal environments by Marilyn Fenichel( )

21 editions published between 2010 and 2013 in English and held by 1,777 WorldCat member libraries worldwide

"Practitioners in informal science settings--museums, after-school programs, science and technology centers, media enterprises, libraries, aquariums, zoos, and botanical gardens--are interested in finding out what learning looks like, how to measure it, and what they can do to ensure that people of all ages, from different backgrounds and cultures, have a positive learning experience. Surrounded by Science: Learning Science in Informal Environments, is designed to make that task easier. Based on the National Research Council study, Learning Science in Informal Environments: People, Places, and Pursuits, this book is a tool that provides case studies, illustrative examples, and probing questions for practitioners. In short, this book makes valuable research accessible to those working in informal science: educators, museum professionals, university faculty, youth leaders, media specialists, publishers, broadcast journalists, and many others."--Publisher's description
Mathematics learning in early childhood : paths toward excellence and equity by Taniesha A Woods( )

18 editions published in 2009 in English and held by 1,730 WorldCat member libraries worldwide

"Early childhood mathematics is vitally important for young children's present and future educational success. Research has demonstrated that virtually all young children have the capability to learn and become competent in mathematics. Furthermore, young children enjoy their early informal experiences with mathematics. Unfortunately, many children's potential in mathematics is not fully realized, especially those children who are economically disadvantaged. This is due, in part, to a lack of opportunities to learn mathematics in early childhood settings or through everyday experiences in the home and in their communities. Improvements in early childhood mathematics education can provide young children with the foundation for school success. Relying on a comprehensive review of the research, Mathematics Learning in Early Childhood lays out the critical areas that should be the focus of young children's early mathematics education, explores the extent to which they are currently being incorporated in early childhood settings, and identifies the changes needed to improve the quality of mathematics experiences for young children. This book serves as a call to action to improve the state of early childhood mathematics. It will be especially useful for policy makers and practitioners-those who work directly with children and their families in shaping the policies that affect the education of young children."--Publisher's description
Taking science to school : learning and teaching science in grades K-8 by National Research Council (U.S.)( Book )

13 editions published in 2007 in English and held by 1,423 WorldCat member libraries worldwide

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 question 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
STEM integration in K-12 education : status, prospects, and an agenda for research by National Academy of Engineering( )

7 editions published in 2014 in English and held by 1,282 WorldCat member libraries worldwide

"This report is the final product of a two-year study. ... The committee's charge was to develop a research agenda for determining the approaches and conditions most likely to lead to positive outcomes of integrated STEM (science, technology, engineering, mathematics) education at the K-12 level in the United States. In fulfilling that charge, the committee identified and characterized existing approaches to integrated STEM education, in both formal and after-school and informal settings. It also reviewed the evidence for the impact of integrated approaches on various parameters of interest, such as greater student awareness, interest, motivation, and achievement in STEM subjects; improved college-readiness skills; and boosts in the number and quality of students who may consider a career in a STEM-related field"--Preface
NASA's elementary and secondary education program : review and critique by National Research Council (Estados Unidos)( )

12 editions published in 2008 in English and held by 1,105 WorldCat member libraries worldwide

"This report focuses on NASA's K-12 education activities, as mandated by congressional language in the 2005 reauthorizing legislation for the agency"--Introduction (p. 11)
Science teachers' learning : enhancing opportunities, creating supportive contexts by Engineering, and Medicine (U.S.) National Academies of Sciences( )

7 editions published in 2015 in English and held by 1,097 WorldCat member libraries worldwide

Introduction -- A new vision of science teaching and learning -- The current status of science instruction -- The K-12 science teaching workforce -- Science teachers' learning needs -- Professional development programs -- Teacher learning in schools and classrooms -- Creating a supportive context for teacher learning -- Conclusions, recommendations, and directions for research -- Appendix: Biographical sketches of committee members and staff
Discipline-based education research : understanding and improving learning in undergraduate science and engineering by National Research Council (U.S.)( )

15 editions published in 2012 in English and held by 1,082 WorldCat member libraries worldwide

"The National Science Foundation funded a synthesis study on the status, contributions, and future direction of discipline-based education research (DBER) in physics, biological sciences, geosciences, and chemistry. DBER combines knowledge of teaching and learning with deep knowledge of discipline-specific science content. It describes the discipline-specific difficulties learners face and the specialized intellectual and instructional resources that can facilitate student understanding. Discipline-Based Education Research is based on a 30-month study built on two workshops held in 2008 to explore evidence on promising practices in undergraduate science, technology, engineering, and mathematics (STEM) education. This book asks questions that are essential to advancing DBER and broadening its impact on undergraduate science teaching and learning. The book provides empirical research on undergraduate teaching and learning in the sciences, explores the extent to which this research currently influences undergraduate instruction, and identifies the intellectual and material resources required to further develop DBER. Discipline-Based Education Research provides guidance for future DBER research. In addition, the findings and recommendations of this report may invite, if not assist, post-secondary institutions to increase interest and research activity in DBER and improve its quality and usefulness across all natural science disciples, as well as guide instruction and assessment across natural science courses to improve student learning. The book brings greater focus to issues of student attrition in the natural sciences that are related to the quality of instruction. Discipline-Based Education Research will be of interest to educators, policy makers, researchers, scholars, decision makers in universities, government agencies, curriculum developers, research sponsors, and education advocacy groups"--Publisher's description
Seeing students learn science : integrating assessment and instruction in the classroom by Alexandra S Beatty( )

3 editions published in 2017 in English and held by 755 WorldCat member libraries worldwide

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 Ka "12 science classes have not really had the chance to a /doa 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 assessmentsa "whatever their purposea "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. -- Provided by publisher
Reopening K-12 schools during the COVID-19 pandemic : prioritizing health, equity, and communities( )

4 editions published in 2020 in English and held by 82 WorldCat member libraries worldwide

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. -- Publishers website
Decision making and depressive symptoms in black and white multigenerational teen-parent families by Heidi A Schweingruber( )

1 edition published in 2000 in English and held by 1 WorldCat member library worldwide

Taking science to school learning and teaching science in grades K-8( )

1 edition published in 2007 in English and held by 1 WorldCat member library worldwide

Mathematics in early childhood : paths toward excellence and equity( Book )

1 edition published in 2009 in English and held by 1 WorldCat member library worldwide

Ready, set, science! : putting research to work in K-8 science classrooms( )

1 edition published in 2008 in English and held by 0 WorldCat member libraries worldwide

What types of instructional experiences help K-8 students learn science with understanding? Created by the National Academies Press, this Web site is an online version of a book published in 2007 entitled, Ready, set, science! The book explores what science educators teachers, teacher leaders, science specialists, professional development staff, curriculum designers, school administrators need to know to create and support such experiences
 
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Audience level: 0.09 (from 0.04 for Mathematic ... to 1.00 for Ready, set ...)

Taking science to school : learning and teaching science in grades K-8 Taking science to school learning and teaching science in grades K-8
Covers
Ready, set, science! : putting research to work in K-8 science classroomsSurrounded by science : learning science in informal environmentsMathematics learning in early childhood : paths toward excellence and equityTaking science to school : learning and teaching science in grades K-8STEM integration in K-12 education : status, prospects, and an agenda for researchNASA's elementary and secondary education program : review and critiqueScience teachers' learning : enhancing opportunities, creating supportive contextsDiscipline-based education research : understanding and improving learning in undergraduate science and engineering
Languages
English (143)