| Education Standards Links |
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The National Academies Press |
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| http://www.nap.edu/readingroom/books/nses/html/ |
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The National Academies Press (NAP) was created by the National Academies to publish the reports issued by the National Academy of Sciences, the National Academy of Engineering, the Institute of Medicine, and the National Research Council, all operating under a charter granted by the Congress of the United States. NAP publishes over 200 books a year on a wide range of topics in science, engineering, and health, capturing the most authoritative views on important issues in science and health policy. The institutions represented by NAP are unique in that they attract the nation's leading experts in every field to serve on their blue ribbon panels and committees. For definitive information on everything from space science to animal nutrition, you have come to the right place. |
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| National Science Education Standards |
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| http://www.nsta.org/standards |
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The National Science Education Standards were produced by the National Research Council in 1995 and published in 1996. The Standards were the result of four years of work by twenty-two scientific and science education societies and over 18,000 individual contributors. The National Science Teachers Association is now part of an ongoing effort to implement the Standards in classrooms throughout the country. |
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| Benchmarks On-Line |
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| http://www.project2061.org/tools/benchol/bolintro.htm |
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Project 2061's Science for All Americans (SFAA), published in 1989 after study and debate by scientists, mathematicians, engineers, and educators, specified literacy goals in science, mathematics, and technology for all high-school graduates. But setting these adult literacy goals was just the first step toward reforming science education. A needed second step was to create a set of tools for educators to use in designing K-12 curricula that would meet the content standards of SFAA. Chief among those tools, it was thought at the beginning, would be curriculum models that could serve as examples of alternative ways to configure the K-12 experience so as to obtain the desired science-literacy outcomes. |
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| Science NetLinks |
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| http://www.sciencenetlinks.com/benchmark_index.htm |
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Benchmarks for Science Literacy specifies how students should progress toward science literacy by outlining learning goals to be targeted at certain grade levels. These learning goals, or benchmarks, are statements of what all students should know or be able to do in science, mathematics, and technology by the end of grades 2, 5, 8, and 12. |
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| American Association for the Advancement of Science |
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| http://www.aaas.org/project2061/ |
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Project 2061 is an initiative of the AAAS dedicated to helping reform K-12 education nationwide so that all high-school graduates are literate in science, mathematics, and technology. The project began its work in 1985—the year Halley’s Comet was last visible from earth. Today’s education will shape the quality of children’s lives as they come of age in the 21st century and see the return of the comet in 2061. Project 2061 takes a long-term systemic approach to education reform, grounding its work in a commitment to clear and specific learning goals for all students; textbooks and tests that are carefully aligned to those goals; a coherent, well-designed K-12 curriculum; teachers who have the resources and skills to teach effectively; and communities and families that are committed to excellence. |
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| New Jersey Core Curriculum Content Standards |
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| http://www.state.nj.us/njded/cccs/s5_science.htm |
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The New Jersey Core Curriculum Content Standards for Science reflect the belief that all students can and must learn enough science to assume their role as concerned citizens, equipped with necessary information and decision-making skills. |
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