The article outlines how a successful modern foreign policy career requires blending traditional diplomatic expertise with private sector acumen. Juster's career trajectory—from international law to high-stakes diplomacy (e.g., the Gulf War) and subsequently to the technology sector—demonstrates this synthesis. Key evidence includes his work managing complex negotiations under duress and his involvement in co-founding the U.S.-India High Technology Group. The implication for policy is that effective geopolitical strategy must actively integrate private sector knowledge and technological considerations to manage modern economic and security challenges.
Standards-Aligned Instructional Materials Use and Science Practices in K–12 Schools: Findings from the Spring 2025 American Instructional Resources Survey
English Summary
K-12 science teachers are significantly less likely to use standards-aligned instructional materials (10-24% adoption) compared to ELA and math teachers (49-66%), driven by a critical shortage of quality-rated science curricula and greater teacher autonomy in material selection. The supply gap is stark: only 2-5 green-rated science materials are available per grade level versus 26-35 for ELA/math, forcing many teachers to rely on self-created or unvetted materials. While science teachers using standards-aligned materials report greater student engagement in recommended science and engineering practices, they also perceive these materials as too challenging and routinely modify them, potentially reducing implementation fidelity. Expanding the supply of rated science curricula, establishing district-level guidance on material adoption, and providing professional development on standards-aligned instruction could address these systemic gaps and improve science achievement nationally.
中文摘要
K-12科學教師使用符合標準的教學材料的可能性遠低於英語文學藝術和數學教師(採用率分別為10-24%對49-66%)，這主要由於高品質評等的科學課程嚴重短缺，以及教師在教材選擇上擁有更大的自主權所致。供應缺口顯著：每個年級級別僅有2-5種綠色評等的科學教材，而英語文學藝術和數學教材則為26-35種，迫使許多教師依賴自行編製或未經審驗的教材。雖然使用符合標準教材的科學教師反映學生在推薦的科學與工程實踐中的參與度更高，但他們也認為這些教材過於困難，並經常對其進行修改，可能降低實施忠實度。擴大評等科學課程的供應、建立地區層級的教材採用指導，以及提供符合標準教學的專業發展，可以解決這些系統性缺口，並改善全國科學成就。
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