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The Place of Ethics in Science Education : Implications for Practice
Science education, particularly school science education, has long had an uneasy relationship with ethics, being unsure whether to embrace ethics or leave it to others.In this book, the authors argue that while the methods of science and of ethics are very different, ethics plays a key role in how science is undertaken and used. And so, ethics has a central place in science education, whether we are talking of school science education, for students of all ages, or the informal science education that takes place in through internet, books, magazines, TV and radio, or in places such as hospitals and zoos. Written for science educators based in schools and elsewhere, the authors make no assumptions that the reader has any knowledge of ethics beyond the background understandings of morality that virtually all of us have.Empowered with the knowledge shared in this book, readers will feel confident about the place that ethics has in science education.The authors provide a rich array of examples as to how science education, both in school and out of school, and for all ages, can be enhanced through including teaching about ethics.
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Writing Blackgirls' and Women's Health Science : Implications for Research and Praxis
This field of Black girls’ and women’s health (BGWH) science is both transdisciplinary and interdisciplinary.As such, the contributors to this edited collection offer a unique lens to BGWH science, expanding our collective scientific worldviews.The contributing authors draw upon their ontological and epistemological knowledge to formulate pathways and inform methodologies for doing research and praxis to address BGWH.Each contributor draws upon these knowledges and offers the reader a way to better understand how their framing and writing can create change in the health of Black girls and women.
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MOOCs and Higher Education: Implications for Institutional Research : New Directions for Institutional Research, Number 167
Take a broad, balanced look at the present and potential MOOC landscape in higher education.This special volume highlights current trends and issues related to the emergence and development of a new instructional form in higher education: Massively Open Online Courses (MOOCs).In these online distance education courses, enrollment is usually open to anyone who wishes to take them.This volume provides institutional researchers with information about the possibilities and challenges for current and future research on MOOCs.Topics covered include: * defining and classifying MOOCs and who takes them, * defining what persistence in them means or should mean, * describing the legal issues MOOC providers and enrollees face, and * identifying trends in the "big data" that MOOCs can provide.This is the 167th volume of this Jossey-Bass quarterly report series.Timely and comprehensive, New Directions for Institutional Research provides planners and administrators in all types of academic institutions with guidelines in such areas as resource coordination, information analysis, program evaluation, and institutional management.
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The Unconscious : Theory, Research, and Clinical Implications
Weaving together state-of-the-art research, theory, and clinical insights, this book provides a new understanding of the unconscious and its centrality in human functioning.The authors review heuristics, implicit memory, implicit learning, attribution theory, implicit motivation, automaticity, affective versus cognitive salience, embodied cognition, and clinical theories of unconscious functioning.They integrate this work with cognitive neuroscience views of the mind to create an empirically supported model of the unconscious.Arguing that widely used psychotherapies--including both psychodynamic and cognitive approaches--have not kept pace with current science, the book identifies promising directions for clinical practice. Winner--American Board and Academy of Psychoanalysis Book Prize (Theory)
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Examining Pedagogical Content Knowledge : The Construct and its Implications for Science Education
Since its emergence over two decades ago, the construct of pedagogical content knowledge (PCK) has significantly impacted preservice and inservice teacher education, educational policy, and educational research.PCK has served to re-focus educators' attention on the important role of subject matter in educational practice and away from the more generic approach to teacher education that dominated the field prior to 1975.This ambitious text is the first of its kind to summarize the theory, research, and practice related to pedagogical content knowledge.The audience is provided with a functional understanding of the basic tenets of the construct as well as its applications to research on science teacher education and the development of science teacher education programs.The authors are prominent educators representing a variety of subject matter areas and K-12 grade levels.Although the focus of the text is science education, it should provide valuable reading for any individuals with interests in professional teacher education.
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Unpacking Sensitive Research : Epistemological and Methodological Implications
The term ‘sensitive research’ is applied to a wide range of issues and settings.It is used to denote projects that may involve risk to people, stigmatising topics, and/or require a degree of sensitivity on behalf of the researcher.Rather than take the notion of ‘sensitive research’ for granted, this collection unpacks and challenges what the term means.This book is a collective endeavour to reflect on research practices around ‘sensitive research’, providing in-depth explorations about what this label means to different researchers, how it is done – including the need to be sensitive as a researcher – and what impacts this has on methods and knowledge creation.The book includes chapters from researchers who have explored a diverse range of research topics, including sex and sexuality, death, abortion, and learning disabilities, from several disciplinary perspectives, including sociology, anthropology, health services research and interdisciplinary work.The researchers included here collectively argue that current approaches fail to adequately account for the complex mix of emotions, experiences, and ethical dilemmas at the heart of many ‘sensitive’ research encounters.Overall, this book moves the field of ‘sensitive research’ beyond the genericity of this label, showing ways in which researchers have in practice addressed the methodological threats that are triggered when we uncritically embark on ‘sensitive research'.The chapters in this book were originally published in the International Journal of Social Research Methodology and the journal Mortality.
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Philosophy and Education as Action : Implications for Teacher Education
Nuraan Davids and Yusef Waghid teach philosophy of education to students, who are completing a post-graduate certificate in education (PGCE) in order to qualify as teachers.They make the argument that philosophy and education are intertwined as action concepts with the potential to affect teacher education practices.Philosophy and Education as Action: Implications for Teacher Education endeavors to clarify pertinent philosophical concepts in education and look at how these concepts impact teaching, learning, and management as classroom practices.Through the philosophical concepts of epistêmê (knowledge), phronesis (practical reasoning), praxis (productive action), paideia (education), parhessia (free speech), technê (craft or art), dialogos (deliberative engagement), philia (love and friendship), kosmopolitis (cosmopolitanism), and dinamis (potentiality), students can come to speech through a philosophical discourse situated in educational studies.
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Empirical Implications of Theoretical Models in Political Science
Tension has long existed in the social sciences between quantitative and qualitative approaches on one hand, and theory-minded and empirical techniques on the other.The latter divide has grown sharper in the wake of new behavioural and experimental perspectives which draw on both sides of these modelling schemes.This book works to address this disconnect by establishing a framework for methodological unification: empirical implications of theoretical models (EITM).This framework connects behavioural and applied statistical concepts, develops analogues of these concepts, and links and evaluates these analogues.The authors offer detailed explanations of how these concepts may be framed, to assist researchers interested in incorporating EITM into their own research.They go on to demonstrate how EITM may be put into practice for a range of disciplines within the social sciences, including voting, party identification, social interaction, learning, conflict and cooperation to macro-policy formulation.
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