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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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What is a dynamic development or a dynamic region?
A dynamic development or region refers to an area that is experiencing rapid growth, change, and innovation. This can be in terms of economic development, technological advancements, population growth, or cultural evolution. Dynamic developments or regions often attract investment, talent, and opportunities, and are characterized by a high level of activity and progress. These areas are often seen as key drivers of overall national or global growth and are typically characterized by their ability to adapt and evolve in response to changing circumstances.
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What are dynamic professions?
Dynamic professions are those that are constantly evolving and adapting to changes in technology, society, and the economy. These professions require individuals to be flexible, open-minded, and willing to learn new skills in order to stay relevant and successful. Examples of dynamic professions include software development, digital marketing, healthcare, and renewable energy. In these fields, professionals must be able to quickly respond to new trends and developments in order to thrive in their careers.
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Is a dynamic microphone necessary?
A dynamic microphone is not always necessary, as it depends on the specific use case and the desired sound quality. Dynamic microphones are known for their durability and ability to handle high sound pressure levels, making them ideal for live performances and recording loud sound sources. However, for more sensitive recording situations or for capturing a wider frequency range, a condenser microphone may be more suitable. Ultimately, the choice of microphone depends on the specific needs and preferences of the user.
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What is dynamic strength training?
Dynamic strength training is a type of exercise that involves performing movements with resistance to improve muscle strength, power, and endurance. Unlike traditional strength training that focuses on slow, controlled movements, dynamic strength training involves explosive and fast movements to challenge the muscles in a different way. This type of training can help improve athletic performance, increase muscle mass, and enhance overall physical fitness. Examples of dynamic strength training exercises include plyometrics, kettlebell swings, and medicine ball throws.
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Managing IT for Innovation : Dynamic Capabilities and Competitive Advantage
With recent advances in IT in areas such as AI and IoT, collaboration systems such as business chat, cloud services, conferencing systems, and unified communications are rapidly becoming widely used as new IT applications in global corporations’ strategic activities.Through in-depth longitudinal studies of global corporations, the book presents a new theoretical framework and implications for IT-enabled dynamic capabilities using collaboration systems from the perspective of micro strategy theory and organization theory.The content of the book is based on longitudinal analyses that employ various qualitative research methods including ethnography, participant observation, action research and in-depth case studies of global corporations in Europe, the United States and Asia that actively use collaboration systems.It presents a new concept of micro dynamism whereby dynamic "IT-enabled knowledge communities" such as "IT-enabled communities of practice" and "IT-enabled strategic communities" create "IT-enabled dynamic capabilities" through the integration of four research streams - an information systems view, micro strategy view, micro organization view and knowledge-based view.The book demonstrates that collaboration systems create, maintain and develop "IT-enabled knowledge communities" within companies and are strategic IT applications for enhancing the competitiveness of companies in the ongoing creation of new innovation and the realization of sustainable growth in a 21st century knowledge-based society. This book is primarily written for academics, researchers and graduate students, but will also offer practical implications for business leaders and managers.Its use is anticipated not only in business and management schools, graduate schools and university education environments around the world but also in the broad business environment including management and leadership development training.
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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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What is a dynamic chain?
A dynamic chain is a sequence of interconnected elements or events that are constantly changing and adapting to new circumstances. In a dynamic chain, each element or event has the potential to influence and impact the others, leading to a continuous evolution of the overall system. This concept is often used in fields such as supply chain management, where the interconnectedness of various components requires constant monitoring and adjustment to ensure smooth operations. Overall, a dynamic chain reflects the complex and ever-changing nature of interconnected systems.
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What are dynamic PHP routes?
Dynamic PHP routes are a way to handle different URL patterns in a web application by using variables to capture parts of the URL. This allows for more flexible and customizable routing, as the same code can be used to handle multiple similar URLs with different parameters. For example, a dynamic route could capture a user's ID from the URL and use it to fetch and display the corresponding user profile. This makes it easier to manage and maintain a web application with varying URL structures.
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What is a dynamic person?
A dynamic person is someone who is energetic, adaptable, and open-minded. They are able to thrive in various situations and are not afraid of change or challenges. A dynamic person is often seen as charismatic, influential, and able to inspire others with their enthusiasm and passion for life. They are constantly evolving and growing, and are not afraid to take risks in order to achieve their goals.
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Which anime have dynamic fights?
Some anime with dynamic fights include "Naruto," "Dragon Ball Z," and "Attack on Titan." These shows feature intense and visually stunning battles between characters, often with high-speed action, powerful techniques, and strategic combat. The fights in these anime are known for their dynamic animation, impactful choreography, and emotional stakes, making them a highlight of the series for many fans.
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