FABBS reports on items of interest to many communities – scientists, policymakers, and the public. In our news, you will see updates on science funding and policy, articles that translate research for policy, and descriptions of the research contributions of scientists at all stages of their research careers.
Science Bill Passes as the 114th Congress Ends
Just as the 114th Congress ended its second session, the Senate and House champions of a bill to provide direction for programs at the National Science Foundation (NSF), White House Office of Science and Technology Policy, and other federal science agencies, got the legislation across the finish line. The final bill reflected common ground between House and Senate science committee leaders. Senator John Thine (R-SD), Chairman of the Senate Committee on Commerce, Science, & Transportation,
read moreFABBS Honors Michael Lewis
Michael Lewis is University Distinguished Professor of Pediatrics and Psychiatry, and Director of the Institute for the Study of Child Development at Rutgers Robert Wood Johnson Medical School. He is also Professor of Psychology, Education, Biomedical Engineering, and Social Work at Rutgers University. In addition he serves on the Executive Committee of the Cognitive Science Center and is an Associate of the Center for Mathematics, Science and Computer Education.
He has written and edited
read moreTo Make Every Child a Reader, Teach Them All Differently
It’s hard to believe that questions about how children learn to read could cause a war, but in the 1970’s and 80’s, that’s exactly what happened. During the “reading wars,” proponents of the phonics approach believed beginning readers needed to focus on sounding out letters and words, while whole language advocates argued for immersing children in interesting texts and focusing on meaning, with the faith that reading specific words would follow. That debate has long been settled
read moreFor Teaching Math, Two Ways Are Better Than One
If you think you’re bad at math, you’re not alone. Large percentages of adults lack confidence in their math skills; even teachers have surprisingly low ratings of their ability in the subject. But it might be possible to reverse that trend for our children. Research suggests that one straightforward approach can help students develop a clearer understanding of math: teaching multiple strategies to perform the same skill. When teachers demonstrate two ways to do subtraction or multiply
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