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Suggested Citation:"Acknowledgments." National Research Council. 2008. Ready, Set, SCIENCE!: Putting Research to Work in K-8 Science Classrooms. Washington, DC: The National Academies Press. doi: 10.17226/11882.
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Page 195
Suggested Citation:"Acknowledgments." National Research Council. 2008. Ready, Set, SCIENCE!: Putting Research to Work in K-8 Science Classrooms. Washington, DC: The National Academies Press. doi: 10.17226/11882.
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Page 196

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Acknowledgments Ready, Set, Science! is the result of a shared vision and commitment among a remarkable assemblage of talented people. Countless hours of individual and col- laborative work and a strong commitment to creating a quality resource for sci- ence education practitioners moved this volume from a vision to a reality. This book would not have been possible without the sponsorship of the Merck Institute for Science Education. The ongoing support of its executive director, Carlo Parravano, has been essential to the project. We are grateful for our early conversa- tions with Carlo about the importance of a practitioner volume, as well as for his continuing belief in this book at each project stage. We are also grateful for a skillful team of project consultants who served as writers, advisers, and editorial consul- tants. Freelance science writer Steve Olson translated sections of the parent report, Taking Science to School, and contributed to early drafts and revisions. We want to thank Steve for attending meetings of the NRC Committee on Science Learning, Kindergarten Through Eighth Grade, as an observer to ensure fidelity between Ready, Set, Science! and the findings and recommendations of this committee’s report. We want to recognize Betsy Melodia-Sawyer, a freelance editor, who came to this project in the role of a developmental editor. Her work has been outstanding. It not only guided but also energized and clarified the final rounds of editing the book. We want to acknowledge Kevin Crowley from the University of Pittsburgh and Brian Reiser from Northwestern University, who were project liaisons from the Committee on Science Learning and reviewed several drafts. A third committee member, Leona Schauble of Vanderbilt University, carefully reviewed many drafts and worked closely with staff and consultants. We are very grateful for the gener- ous commitment of time and remarkable expertise she brought to this project. Sister Mary Gertrude Hennessey, then an elementary school principal and K-5 sci- ence teacher in Stoughton, Wisconsin, and Deborah Smith, a second-grade teacher Acknowledgments 195

in Lansing, Michigan, during the project served as practitioner consultants. Janet English, director of educational services at KOCE-TV, Public Broadcasting Service, in Lake Forest, California, served as a liaison from the National Research Council’s Teacher Advisory Committee. We want to acknowledge the importance of their observations and presence in this work. The cumulative contribution of these sea- soned practitioners was essential. Stephen Mautner, executive editor of the National Academies Press (NAP), was involved in the preparation of the book from the earliest stages to final pro- duction. We want to acknowledge his critical contributions as a skilled editor and steadfast collaborator with the staff of the Board on Science Education. We also want to acknowledge the support of Barbara Kline-Pope, executive director of the NAP, while this project was being conceptualized. Moreover, we want to acknowledge the dedication of all the NAP staff for their expert contributions to Ready, Set, Science! Eugenia Grohman, associate executive director of the Division of Behavioral and Social Sciences and Education, and Patricia Morison, interim director of the Center for Education, at the National Academies were pivotal in helping navigate the review pro- cess for this book as review coordinators. Patricia Morison’s work extended beyond the review process, and we want to acknowledge her ongoing guidance and encour- agement throughout. Kirsten Sampson-Snyder, the division’s reports officer, played an essential role in overseeing the independent review process. We want to acknowledge Christine McShane and her editing work as well as Yvonne Wise for her role in the production process. Victoria Ward, senior project assistant for the Board on Science Education, provided essential administrative support throughout the life of this project. We are grateful for her agility and grace in managing complex administrative details. We thank the following individuals for their review of this report. The review process for an NRC product is critically important. These reviewers pro- vided constructive and insightful comments and suggestions: Brian P. Coppola, Department of Chemistry, University of Michigan; Susan Doubler, Center for Science Teaching and Learning, TERC, Cambridge, Massachusetts; Wynne Harlen, University of Bristol, Berwickshire, Scotland; Deborah Dale Lucas, Teaching and Learning Department, Vanderbilt University; and Brett D. Moulding, Curriculum, Utah Office of Education, Salt Lake City. Finally, we want to acknowledge the original work of the Committee on Science Learning, Kindergarten Through Eighth Grade. Without this remarkable contribution, Ready, Set, Science! would not be a reality. C. Jean Moon, Director Board on Science Education 196 Ready, Set, SCIENCE!

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What types of instructional experiences help K-8 students learn science with understanding? What do science educators, teachers, teacher leaders, science specialists, professional development staff, curriculum designers, and school administrators need to know to create and support such experiences?

Ready, Set, Science! guides the way with an account of the groundbreaking and comprehensive synthesis of research into teaching and learning science in kindergarten through eighth grade. Based on the recently released National Research Council report Taking Science to School: Learning and Teaching Science in Grades K-8, this book summarizes a rich body of findings from the learning sciences and builds detailed cases of science educators at work to make the implications of research clear, accessible, and stimulating for a broad range of science educators.

Ready, Set, Science! is filled with classroom case studies that bring to life the research findings and help readers to replicate success. Most of these stories are based on real classroom experiences that illustrate the complexities that teachers grapple with every day. They show how teachers work to select and design rigorous and engaging instructional tasks, manage classrooms, orchestrate productive discussions with culturally and linguistically diverse groups of students, and help students make their thinking visible using a variety of representational tools.

This book will be an essential resource for science education practitioners and contains information that will be extremely useful to everyone �including parents �directly or indirectly involved in the teaching of science.

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