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The FY 2002 Budget Request for the Research, Evaluation
and Communication (REC) Subactivity is $68.20 million, a decrease
of $170,000, or 0.2 percent, from the FY 2001 Current Plan of $68.37
million.
(Millions of Dollars)
|
FY 2000Actual |
FY 2001 CurrentPlan |
FY 2002Request |
Change |
Amount |
Percent |
Research1 |
43.61 |
55.73 |
55.56 |
-0.17 |
-0.3% |
Evaluation |
12.42 |
12.64 |
12.64 |
0.00 |
0.0% |
Total, REC |
$56.03 |
$68.37 |
$68.20 |
-$0.17 |
-0.2% |
Research on learning, teaching, and technology
generates important discoveries, advancing our understanding of
knowledge acquisition, instructional practice, and systemic reform.
It establishes high-risk, proofs-of-concept for developing and applying
learning technologies to science, mathematics, engineering and technology
learning and teaching at all education levels. National and international
studies, indicator development, and analyses, such as the Third
International Mathematics and Science Study (TIMSS) and the TIMSS-Repeat
(TIMSS-R), provide invaluable descriptions of the status and progress
made by U.S. education, as well as insights for meeting its challenges.
REC's portfolio of nearly 200 projects spans early
childhood through adult learning, including preK-16 education. It
is characterized by its multidisciplinary expertise in cognition,
learning theory, technology, pedagogy, instructional workforce development,
policy, and education system reform.
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Projects in the learning technology portfolio
have continued to garner recognition as important advances;
for example, all of the exemplary education technology projects
in mathematics and science that the Department of Education
expert panel recognized in FY 2000 received early support from
NSF.
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The research on learning portfolio is yielding
a series of converging results suggesting that under appropriate
circumstances and instruction, youngsters are capable of developing
and using complex mathematical and scientific conceptualizations
at significantly earlier ages than common curricula typically
expect.
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International comparative research illustrates
a disturbingly low level of content preparation of U.S. middle
school teachers compared to teachers in other countries and
suggests that high school teacher induction practices of other
countries enable more productive and effective instruction in
early teaching careers.
This blend of results on effective learning technology
development, research on learning, and insights from international
comparisons can contribute to policy discourse and decision-making
in improving U.S. mathematics and science education practice.
In the FY 2002 Budget Request, Research funding declines
by $170,000 to $55.56 million. Funding for the Research on Learning
and Education (ROLE) program is $40.43 million. ROLE organizes existing
efforts under a variety of program areas and seeks to build deeper
integration of scientific disciplines into research on learning
and education. Cooperatively with other NSF efforts in the biological,
social, and behavioral sciences, ROLE will continue exploratory
efforts in brain research and cognitive neuroscience in order to
inform the design of learning environments of the future. Additionally
ROLE seeks to advance the nation's ability to apply important findings
in the study of learning to complex systems of educational practice.
The FY 2002 Budget Request for the Interagency Education
Research Initiative (IERI) is $15.13 million, the same level as
FY 2001. IERI provides a strategic, cross-agency focused approach
to large-scale, methodologically rigorous studies of different education
models, including basic research on teaching, learning and institutional
change processes, exploratory development of new instructional approaches,
materials, and implementation models whose impact can be systematically
evaluated.
Support continues for a rigorous program of Evaluation
that systematically assesses the impact of all major EHR programs.
Evaluation activities will continue to focus on development of program
indicators, standardized evaluations, and production of databases
to document accountability across all NSF education and training
programs. Research, studies, and evaluation activities broadly support
SMET education and human resource programs across NSF, contributing
to program performance.
Evaluation funding in FY 2002 remains at the FY 2001
level of $12.64 million. A continuum of accountability activities
such as monitoring, databases, impact studies, and third-party program
evaluations will be pursued with an orientation to the measurement,
data collection, and reporting requirements necessary to support
GPRA.
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