The charge to the committee was to determine the state of knowledge regarding ground-based weather surveillance radar technology and identify the most promising approaches for the design of the replacement for the present Doppler Weather Radar. This report presents a first look at potential approaches for future upgrades to or replacements of the current weather radar system. The need, and schedule, for replacing the current system has not been established, but the committee used the briefings and deliberations to assess how the current system satisfies the current and emerging needs of the operational and research communities and identified potential system upgrades for providing improved weather forecasts and warnings. The time scale for any total replacement of the system (20- to 30-year time horizon) precluded detailed investigation of the designs and cost structures associated with any new weather radar system. The committee instead noted technologies that could provide improvements over the capabilities of the evolving NEXRAD system and recommends more detailed investigation and evaluation of several of these technologies. In the course of its deliberations, the committee developed a sense that the processes by which the eventual replacement radar system is developed and deployed could be as significant as the specific technologies adopted. Consequently, some of the committee's recommendations deal with such procedural issues.
The committee identifies teachers, or classroom practitioners, as the key to change, while acknowledging that change at the classroom level is significantly impacted by overarching public policies. How People Learn: Bridging Research and Practice highlights three key findings about how students gain and retain knowledge and discusses the implications of these findings for teaching and teacher preparation. The highlighted principles of learning are applicable to teacher education and professional development programs as well as to K-12 education. The research-based messages found in this book are clear and directly relevant to classroom practice. It is a useful guide for teachers, administrators, researchers, curriculum specialists, and educational policy makers.