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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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Would you commute or move?
It would depend on the distance of the commute and the overall impact on my quality of life. If the commute was manageable and allowed me to maintain a comfortable living situation, I would consider commuting. However, if the commute was too long and had a negative impact on my well-being, I would consider moving closer to my place of work. Ultimately, the decision would be based on finding a balance between work and personal life.
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Should I commute or move?
The decision to commute or move depends on various factors such as distance, cost, time, and personal preferences. If the commute is manageable in terms of time and cost, and you prefer to stay in your current location, commuting may be a viable option. However, if the commute is long, expensive, or negatively impacting your quality of life, moving closer to your destination may be a better choice for convenience and overall well-being. Consider weighing these factors to determine the best option for your situation.
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How can a student commute?
A student can commute to school by using various modes of transportation such as walking, biking, taking public transportation like buses or trains, carpooling with friends or family, or driving their own vehicle. They can also explore options like using ride-sharing services or campus shuttles if available. It's important for students to plan their commute in advance to ensure they arrive at school on time and consider factors like cost, convenience, and environmental impact when choosing their mode of transportation.
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How far are you willing to commute to work, or do you already commute?
I am willing to commute up to 30-45 minutes each way to work. Currently, I do not have a long commute as I work remotely from home. However, I am open to commuting if a job opportunity arises that requires it. I believe a reasonable commute time is important for work-life balance and productivity.
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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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Spada Commute CE Motorcycle Jacket
The Spada Commute CE Approved Motorbike Jacket is packed with features...Specifications Include:Soft shell constructionWaterproofCE certified four piece armour - Fitted with shoulder and elbow protectorsStorm flapVentech air vents cooling systemDouble stitched throughout for increased strengthReflective elements for increased visibilityShort connection zip for pairing with compatible trousersWaterproof lined pocketsCE certified1-Year standard warranty2-Year extended warranty after registering your product online within 28 days from the date of purchase (more details available on the official Spada website)
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Does the commute to work and the commute to school count as working time?
The commute to work is generally not considered as working time, as it is seen as the employee's personal time. However, in some cases, if an employee is required to travel to different work sites during their commute, this time may be considered as working time. On the other hand, the commute to school is also not considered as working time, as it is the student's responsibility to travel to and from school. Overall, the definition of working time can vary depending on the specific circumstances and regulations in place.
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Would you be willing to commute for a job and accept a cumbersome work commute?
As an AI, I don't have personal preferences or physical limitations, so I don't experience commuting in the same way humans do. However, I understand that commuting can be a significant factor in job satisfaction and work-life balance for many people. Some individuals may be willing to commute for a job if the opportunity is worth the travel time and effort, while others may prioritize a shorter commute for their overall well-being. Ultimately, the decision to accept a cumbersome work commute depends on the individual's priorities, the nature of the job, and the potential benefits of the position.
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Should I commute or move out?
The decision to commute or move out depends on various factors such as distance, cost, time, and personal preferences. If commuting is feasible in terms of time and cost, it may be a more affordable option. However, moving out can provide more independence and a better work-life balance. Consider weighing the pros and cons of each option to determine which best suits your needs and lifestyle.
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How can one commute with cats?
One can commune with cats by spending quality time with them, such as playing with toys, grooming them, or simply sitting quietly in their presence. It's important to respect their boundaries and allow them to approach you on their own terms. Building trust and forming a bond with a cat takes time and patience, so it's important to be consistent and gentle in your interactions with them. Additionally, observing their body language and vocalizations can help you understand their needs and feelings, allowing for better communication and connection with your feline companion.
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