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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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How is physical education in the final exams?
Physical education in the final exams typically involves a combination of written assessments and practical evaluations. Students may be tested on their knowledge of sports rules, techniques, and strategies through written exams. Additionally, they may be required to demonstrate their physical abilities in activities such as running, jumping, and team sports. Overall, the final exams in physical education aim to assess both theoretical understanding and practical skills in the subject.
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Does market research hinder innovation in business administration?
Market research does not necessarily hinder innovation in business administration. In fact, it can provide valuable insights into consumer needs and preferences, helping businesses to develop innovative products and services that meet market demands. By understanding market trends and customer behavior, businesses can identify opportunities for innovation and stay ahead of competitors. However, relying too heavily on market research without allowing room for creativity and risk-taking can limit the potential for groundbreaking innovations. It is important for businesses to strike a balance between leveraging market research and fostering a culture of innovation to drive success in business administration.
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What is physical education like in the final exams?
In the final exams for physical education, students are typically tested on their knowledge of various sports and physical activities, as well as their understanding of health and fitness concepts. They may be required to demonstrate their skills in specific sports, such as basketball, soccer, or track and field events. Additionally, they may be tested on their ability to analyze and improve their own physical fitness levels. The exams often include a combination of written tests, practical demonstrations, and fitness assessments to evaluate the students' overall understanding and proficiency in physical education.
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Can you drop physical education in the final exams?
It is not recommended to drop physical education from final exams as it is an important subject that promotes physical health and well-being. Physical education helps students develop important skills such as teamwork, leadership, and sportsmanship. Additionally, it is essential for overall academic success as physical activity has been shown to improve cognitive function and concentration. Therefore, it is advisable to include physical education in final exams to ensure a well-rounded education for students.
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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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Final Demand
‘Final Demand is strong on narrative, dashing the reader along, but, though fast-paced and transparently written, nevertheless creates people of memorable complexity’ Independent Natalie is a girl who should be going somewhere.Beautiful, bright and ambitious, she’s stuck in a dead-end job in the accounts department of Nu-Line Telecommunications, living her life through wild weekends and yearning for something more. When she sees a chance to change her life, she takes it.After all, it’s only a minor crime. Nobody’s going to get hurt. But other people do get hurt, because Natalie’s actions do have consequences – tragic consequences.Poignant and beautifully written, Final Demand is a cautionary tale about the battle between greed and love, about human hopes and our own frailty in the face of temptation. ‘A chilling, impeccably plotted novel’ Cosmopolitan ‘Powerful…vividly evoked’ Sunday Times
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How important is the final grade of my education really?
The final grade of your education is important as it can impact your future opportunities, such as higher education or job prospects. However, it is not the sole determining factor of your success. Your skills, experiences, and personal qualities also play a significant role in shaping your future. It is important to strive for your best performance, but remember that your final grade is just one aspect of your overall journey towards achieving your goals.
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How important is the final grade in the computer science degree?
The final grade in a computer science degree is important as it reflects a student's understanding and mastery of the subject matter. It can also impact future opportunities such as job prospects, graduate school admissions, and scholarships. However, it is not the sole determining factor for success in the field. Practical skills, experience, and networking can also play a significant role in a computer science graduate's career advancement.
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How important is the final grade in the computer science study?
The final grade in computer science study is important as it reflects the level of understanding and mastery of the subject matter. It can impact future opportunities such as job prospects, graduate school admissions, and internships. Additionally, a good final grade can demonstrate a strong foundation in computer science concepts and skills to potential employers. However, it is not the only factor that determines success in the field, as practical experience, projects, and networking also play crucial roles.
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What final grade is required for electrical engineering or computer science?
The final grade required for electrical engineering or computer science can vary depending on the specific program and institution. However, in general, a strong final grade is typically required for admission into these competitive programs. Many universities look for a final grade in the range of B+ to A- for these programs, along with a strong background in math and science courses. It's important to research the specific admission requirements for the schools and programs you are interested in to ensure you meet the necessary criteria.
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