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Teaching Adult Immigrants with Limited Formal Education : Theory, Research and Practice
Adult migrants who received little or no formal education in their home countries face a unique set of challenges when attempting to learn the languages of their new countries.Few adult migrants with limited or no literacy in their native languages successfully attain higher levels of literacy in their additional languages, even if they attain high levels of oral proficiency.This book, the result of a European- and United States-wide collaborative research project, aims to assist teachers working with adult migrants to address this attainment gap and help students reach the highest possible levels of literacy in their new languages.The chapters provide the latest research-informed evidence on the acquisition of linguistic competence and the development of reading in a new language by adults.The book concludes with a chapter that addresses the challenges and opportunities faced by this group of learners and their teachers, with specific instructional strategies that can be used.The book will be an invaluable resource for teachers, tutors and training providers, as well as volunteers, who work with adult migrants.
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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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Is science only allowed to progress to a limited extent?
No, science is not limited in its progress. In fact, the essence of science is to continuously push the boundaries of knowledge and understanding. Through experimentation, observation, and analysis, scientists are constantly uncovering new information and developing new theories to explain the natural world. The only limitations on scientific progress are those imposed by the constraints of technology, resources, and ethical considerations. Overall, science is encouraged to progress as far as the evidence and reasoning allow.
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How can one study computer science with limited knowledge of English?
One can study computer science with limited knowledge of English by seeking out resources in their native language, such as textbooks, online courses, and tutorials. Additionally, they can join study groups or find a tutor who can explain concepts in their native language. It may also be helpful to practice English language skills alongside computer science studies to improve comprehension of technical terms and concepts. Finally, seeking out a supportive and inclusive learning environment can also make it easier to navigate the challenges of studying computer science with limited English proficiency.
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What is a limited partner in a limited partnership (KG)?
A limited partner in a limited partnership (KG) is a partner who has limited liability and is not actively involved in the management of the business. Limited partners contribute capital to the partnership and share in the profits, but they are not personally liable for the debts and obligations of the partnership beyond their initial investment. In exchange for their limited liability, limited partners typically have restricted decision-making authority and are not involved in the day-to-day operations of the business. The general partner, on the other hand, is responsible for managing the partnership and has unlimited liability for the partnership's debts and obligations.
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Is the refrigerator limited?
Yes, the refrigerator is limited in terms of the amount of food and items it can store based on its size and capacity. It also has limitations in terms of the types of food it can effectively preserve and the temperature range it can maintain. Additionally, the refrigerator's lifespan and efficiency may be limited by factors such as maintenance and wear and tear over time.
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Cisco DUO MFA FOR EDUCATION LIMITED
Cisco DUO MFA FOR EDUCATION LIMITED
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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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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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Is animal love limited?
Animal love is not limited, as animals are capable of forming strong emotional bonds with humans and other animals. They can show affection, loyalty, and empathy, just like humans. The depth of love that animals can feel may vary depending on the individual animal and their experiences, but it is not inherently limited. Animals have the capacity to love and be loved in return, forming meaningful connections with those around them.
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What is limited growth?
Limited growth refers to a situation where a company, industry, or economy is unable to expand beyond a certain point due to various constraints. These constraints can include limited resources, market saturation, regulatory barriers, or technological limitations. Limited growth can hinder the ability of a business or industry to increase its market share, generate higher profits, or create new opportunities for expansion. It often requires strategic planning and innovation to overcome these limitations and find new avenues for growth.
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Is skydiving weight-limited?
Yes, skydiving is typically weight-limited for safety reasons. Most skydiving centers have a maximum weight limit for tandem skydiving, which is usually around 220-230 pounds. This limit is in place to ensure the safety of both the skydiver and the instructor, as well as to comply with the equipment's weight restrictions. Exceeding the weight limit can affect the performance of the parachute and increase the risk of injury during the jump.
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Who invented limited growth?
The concept of limited growth was first proposed by the Club of Rome, an international group of scientists, economists, and other experts, in their 1972 report titled "The Limits to Growth." The report highlighted the potential consequences of unlimited economic and population growth on a finite planet, and proposed the idea of limited growth as a way to achieve sustainable development. The concept has since influenced discussions and policies related to environmental sustainability and economic development.
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