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Pioneering Progress : American Science, Technology, and Innovation Policy
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Handbook of Research on Science Teacher Education
This groundbreaking handbook offers a contemporary and thorough review of research relating directly to the preparation, induction, and career long professional learning of K–12 science teachers. Through critical and concise chapters, this volume provides essential insights into science teacher education that range from their learning as individuals to the programs that cultivate their knowledge and practices.Each chapter is a current review of research that depicts the area, and then points to empirically based conclusions or suggestions for science teacher educators or educational researchers.Issues associated with equity are embedded within each chapter.Drawing on the work of over one hundred contributors from across the globe, this handbook has 35 chapters that cover established, emergent, diverse, and pioneering areas of research, including: Research methods and methodologies in science teacher education, including discussions of the purpose of science teacher education research and equitable perspectives; Formal and informal teacher education programs that span from early childhood educators to the complexity of preparation, to the role of informal settings such as museums; Continuous professional learning of science teachers that supports building cultural responsiveness and teacher leadership; Core topics in science teacher education that focus on teacher knowledge, educative curricula, and working with all students; and Emerging areas in science teacher education such as STEM education, global education, and identity development. This comprehensive, in-depth text will be central to the work of science teacher educators, researchers in the field of science education, and all those who work closely with science teachers.
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Handbook of Research on Science Teacher Education
This groundbreaking handbook offers a contemporary and thorough review of research relating directly to the preparation, induction, and career long professional learning of K–12 science teachers. Through critical and concise chapters, this volume provides essential insights into science teacher education that range from their learning as individuals to the programs that cultivate their knowledge and practices.Each chapter is a current review of research that depicts the area, and then points to empirically based conclusions or suggestions for science teacher educators or educational researchers.Issues associated with equity are embedded within each chapter.Drawing on the work of over one hundred contributors from across the globe, this handbook has 35 chapters that cover established, emergent, diverse, and pioneering areas of research, including: Research methods and methodologies in science teacher education, including discussions of the purpose of science teacher education research and equitable perspectives; Formal and informal teacher education programs that span from early childhood educators to the complexity of preparation, to the role of informal settings such as museums; Continuous professional learning of science teachers that supports building cultural responsiveness and teacher leadership; Core topics in science teacher education that focus on teacher knowledge, educative curricula, and working with all students; and Emerging areas in science teacher education such as STEM education, global education, and identity development. This comprehensive, in-depth text will be central to the work of science teacher educators, researchers in the field of science education, and all those who work closely with science teachers.
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Handbook of Research on Science Education : Volume III
Volume III of this landmark synthesis of research offers a comprehensive, state-of-the-art survey highlighting new and emerging research perspectives in science education. Building on the foundations set in Volumes I and II, Volume III provides a globally minded, up-to-the-minute survey of the science education research community and represents the diversity of the field.Each chapter has been updated with new research and new content, and Volume III has been further developed to include new and expanded coverage on astronomy and space education, epistemic practices related to socioscientific issues,design-based research, interdisciplinary and STEM education, inclusive science education, and the global impact of nature of science and scientific inquiry literacy. As with the previous volumes, Volume III is organized around six themes: theory and methods of science education research; science learning; diversity and equity; science teaching; curriculum and assessment; and science teacher education.Each chapter presents an integrative review of the research on the topic it addresses, pulling together the existing research, working to understand historical trends and patterns in that body of scholarship, describing how the issue is conceptualized within the literature, how methods and theories have shaped the outcomes of the research, and where the strengths, weaknesses, and gaps are in the literature. Providing guidance to science education faculty, scholars, and graduate students, and pointing towards future directions of the field, Handbook of Research on Science Education Research, Volume III offers an essential resource to all members of the science education community.
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When are you biased?
I am biased when I have a personal preference or inclination that affects my judgment or decision-making. Bias can also occur when I have limited information or experience with a particular topic, leading me to rely on preconceived notions or stereotypes. It's important for me to recognize and acknowledge my biases in order to strive for fair and objective responses.
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Where can I find reliable, uncensored news that is not ideologically biased?
One option to find reliable, uncensored news that is not ideologically biased is to look for sources that adhere to journalistic standards and ethics, such as Reuters, the Associated Press, or BBC News. These organizations prioritize factual reporting and strive to present information in a neutral manner. Additionally, seeking out multiple sources and cross-referencing information can help to get a more balanced view of a news story. Independent news outlets and non-profit organizations dedicated to journalism, such as ProPublica or The Conversation, can also provide reliable and unbiased news coverage.
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Am I biased against Germany?
As an AI language model, I do not have personal biases or opinions. My responses are based on the information provided to me and the context of the question. It is important to be aware of our own biases and strive to approach topics with an open mind and a willingness to consider different perspectives.
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Is what the therapist says not biased?
Therapists are trained to be as objective and unbiased as possible in their interactions with clients. They are trained to listen without judgment and to provide support and guidance without imposing their own personal biases. However, therapists are also human and may have their own biases, so it's important for clients to feel comfortable addressing any concerns about potential bias in therapy. Additionally, seeking out a therapist who is culturally competent and aware of their own biases can help ensure a more balanced and effective therapeutic relationship.
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Gender Differences in Technology and Innovation Management : Insights from Experimental Research
Even though the number of working women has steadily increased over the last few years, women are still significantly under-represented in STEM activities (i.e. mathematics, informatics, science and technology). In order to eliminate this under-representation, numerous education policies and corporate initiatives, particularly in the recent past, have been aimed at increasing women's enthusiasm for STEM activities and professions.According to the latest surveys, however, it is clear that these efforts have not yet led to the desired success.Compared to their male counterparts, women continue to do fewer STEM activities. One possible reason for this is that relatively little is yet known about the concrete impact of the above education policies on working with innovation and technology: What are the gender differences between women and men?Is it enough to recognize these differences, or should these differences ideally not only be recognized, but also treated appropriately or even encouraged? This anthology deals with current topics in technology and innovation management against the background of these and other gender-relevant aspects.Empirical analyses and experiments in collaboration with companies from various sectors provide a sound scientific basis on which new results and findings are presented: How do women and men deal with creativity and competition?How are technologies applied and how can differences in access to technology be deduced? Answers to these and other questions help decision-makers in politics and business to proactively use the differences between women and men to motivate women to work in the STEM field and to strengthen them by acknowledging existing differences.
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Makerspaces, Innovation and Science Education : How, Why, and What For?
This book provides an overview to a range of theories in science and technology that inform the different ways in which makerspaces can be educative.Makerspaces are an indispensable site for science, technology, engineering, and mathematics (STEM) instruction and pose novel risks and opportunities for STEM instruction.Educators are likely to reach towards activities that have a high degree of engagement, but this might result in observations like 'it looks like fun, but what are they learning?'. Beginning from the question of how we know what we know in science, the author asserts that understanding scientific knowledge requires us to know more than the abstract concepts typically presented in schools.The social and material aspects of knowledge are also important—these take the form of questions such as: What is the interplay between knowledge and power?How do we understand that we can have a ‘feel’ for materials and artefacts that we cannot completely describe in words?How do we know what ideas ought to be made real though technology and engineering?Significantly, this book also discusses the ethical dimensions of STEM education, in thinking about the kinds of STEM education that could be useful for open futures. This book will be useful to graduate students and educators seeking an expansive view of STEM education.More generally, these ideas outline a possible new strategy for a vision of school that is not merely training or preparing students for work.Education needs to also prepare students for sociopolitical participation, and with STEM being central to our contemporary lives, this book provides insights for how this can happen in makerspaces.
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Dialogues Between Artistic Research and Science and Technology Studies
This edited volume maps dialogues between science and technology studies research on the arts and the emerging field of artistic research.The main themes in the book are an advanced understanding of discursivity and reasoning in arts-based research, the methodological relevance of material practices and things, and innovative ways of connecting, staging, and publishing research in art and academia.This book touches on topics including studies of artistic practices; reflexive practitioners at the boundaries between the arts, science, and technology; non-propositional forms of reasoning; unconventional (arts-based) research methods and enhanced modes of presentation and publication.
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Hydraulic Excavator DIY Student Technology Small Production Science and Education Toy Model Science
Hydraulic Excavator DIY Student Technology Small Production Science and Education Toy Model Science
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Is the family helper biased and unfair?
It is difficult to determine if the family helper is biased and unfair without specific examples or context. Bias and unfairness can manifest in various ways, such as favoritism, unequal treatment, or discriminatory behavior. It would be important to assess the family helper's actions and decisions to determine if there is any bias or unfairness present. Open communication and addressing any concerns directly with the family helper may help to clarify the situation and work towards a resolution.
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How can one deal with biased teachers?
Dealing with biased teachers can be challenging, but it's important to approach the situation with professionalism and open-mindedness. One approach is to try to have an open and honest conversation with the teacher to express your concerns and provide specific examples of bias. It can also be helpful to seek support from other students, parents, or school administrators to address the issue. Additionally, focusing on your own learning and seeking out diverse perspectives from other sources can help mitigate the impact of biased teaching.
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Is gutefrage politically biased towards the left?
As an AI language model, I don't have access to real-time data or the ability to browse the internet. However, Gutefrage is a German-language question and answer website, and it is possible that some users and contributors may express political biases in their responses. It's important to critically evaluate the information and opinions shared on the platform and consider multiple perspectives before forming an opinion about any potential political bias.
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Why are many Germans biased against Turks?
Many Germans are biased against Turks due to a combination of historical, cultural, and economic factors. The history of Turkish immigration to Germany, starting in the 1960s, has led to tensions and prejudices. Additionally, cultural differences and misunderstandings can contribute to bias. Economic competition and perceived threats to job opportunities can also fuel negative attitudes towards Turkish immigrants. These factors, along with the lack of integration and acceptance, have contributed to the bias against Turks in Germany.
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