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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 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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Organization and Education Development : Reflecting and Transforming in a Self-Discovery Journey
Organization and Education Development combines reflective thinking and practice, action research living theory, and organization development to explore the self-discovery of meaning and purpose.It charts a journey undertaken by the author in pursuit of professional development through self-awareness and self-change as a fully integrated person and a better professor.This book is about an individual's integrative journey of self-discovery.The author’s narrative includes values and organizational development concepts and theories shared with fellow travelers, including supervisors, friends, and students.He shares invaluable insights and examples with the reader, using a model of a six-spoke wheel of final discovery and the MICAI intersection model.These integrative guides provide examples on how to search for what is best in everyday life and what gives us true meaning, encouraging personal reflection and ways of nurturing appreciation for our own lives.This multidisciplinary book combines western and eastern models and philosophies and draws from organization development, positive psychology, and education development.It will be ideal reading for students, researchers, and academics in the fields of organizational development, organizational psychology, social psychology, and education.It will appeal to any reader interested in learning about self-development.The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.
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Is a year of self-discovery after completing education meaningful?
A year of self-discovery after completing education can be incredibly meaningful. It provides an opportunity to explore personal interests, passions, and goals without the pressure of academic deadlines and responsibilities. This time can be used to travel, volunteer, or pursue new hobbies, allowing for personal growth and a deeper understanding of oneself. It can also help in making more informed decisions about future career paths and life goals. Overall, a year of self-discovery can be a valuable and enriching experience that sets the stage for a fulfilling and purposeful life.
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How can one build self-discovery and self-esteem?
Building self-discovery and self-esteem involves taking the time to reflect on one's values, strengths, and weaknesses. This can be done through activities such as journaling, meditation, or seeking feedback from trusted individuals. Setting achievable goals and working towards them can also help boost self-esteem. Additionally, practicing self-care, surrounding oneself with positive influences, and challenging negative self-talk are important steps in building self-discovery and self-esteem.
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What is a symbol for self-discovery and self-awareness?
A common symbol for self-discovery and self-awareness is the lotus flower. The lotus grows in muddy waters, yet it emerges from the depths to bloom beautifully on the surface. This process symbolizes the journey of self-discovery, as individuals must navigate through their own challenges and obstacles to reach a state of self-awareness and enlightenment. The lotus also represents the idea of transformation and growth, as it starts as a seed at the bottom of the pond and eventually rises above the water to reveal its full beauty.
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What does self-discovery mean exactly?
Self-discovery is the process of gaining a deeper understanding of oneself, including one's values, beliefs, strengths, weaknesses, and desires. It involves introspection, reflection, and exploration of one's thoughts and emotions. Self-discovery can lead to personal growth, increased self-awareness, and a clearer sense of identity and purpose. It is an ongoing journey of learning about oneself and evolving as an individual.
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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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Self-Regulation in Education
Self-regulation in education is a familiar and important topic for all educators: professors, administrators, teachers, researchers, journalists, and scholars.As educational standards require that students take control of what and how they learn, self-regulation skills are essential to student success.Written by a leading expert on self-regulation and self-regulated learning, this book situates the topic within the broader context of educational psychology research and theory, bringing it to a wider audience.With chapters on the fundamentals of self-regulation, explanations of its uses, and advice for best application, this concise volume is designed for any education course that includes self-regulation in the curriculum.It will be indispensable for education researchers and both pre- and in-service teachers alike.Jeffrey A. Greene is Associate Professor in the Learning Sciences and Psychological Studies program in the School of Education at the University of North Carolina at Chapel Hill, USA.
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What are some good books about self-love and self-discovery?
Some good books about self-love and self-discovery include "The Gifts of Imperfection" by Brené Brown, "You Are a Badass" by Jen Sincero, and "The Alchemist" by Paulo Coelho. These books offer insights and practical advice on how to cultivate self-love, embrace imperfections, and embark on a journey of self-discovery. They encourage readers to explore their inner selves, build self-confidence, and live authentically.
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What book recommendations are there for self-discovery and self-love?
Some book recommendations for self-discovery and self-love include "The Gifts of Imperfection" by Brené Brown, which explores the power of embracing our imperfections and cultivating self-compassion. "You Are a Badass" by Jen Sincero is a humorous and inspiring guide to breaking through self-doubt and creating a life you love. "The Alchemist" by Paulo Coelho is a timeless tale of self-discovery and following one's dreams. These books offer valuable insights and practical advice for anyone seeking to deepen their understanding of themselves and cultivate self-love.
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Has the phase of self-discovery ended?
Self-discovery is a lifelong process that continues to evolve as we grow and change. While there may be certain phases or periods of intense self-exploration, the journey of self-discovery is ongoing. As we encounter new experiences, challenges, and opportunities, we have the chance to learn more about ourselves and continue to deepen our understanding of who we are. Therefore, it can be said that the phase of self-discovery has not ended, but rather it is a continuous and ever-changing process throughout our lives.
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Is the phase of self-discovery over?
The phase of self-discovery is a lifelong journey that continues to evolve and unfold over time. While certain milestones or periods of intense self-exploration may come to an end, the process of learning about oneself, growing, and evolving is ongoing. Each new experience and stage of life presents opportunities for further self-discovery, making it a continuous and ever-changing process.
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