corrigan deborah (43 Ergebnisse)

Zustand: Good. Dutko, Deborah (illustrator). Former library copy. Pages intact with minimal writing/highlighting. The binding may be loose and creased. Dust jackets/supplements are not included. Includes library markings. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.

Zustand: Good. Dutko, Deborah (illustrator). Former library copy. Pages intact with minimal writing/highlighting. The binding may be loose and creased. Dust jackets/supplements are not included. Includes library markings. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.

Zustand: Fair. Dutko, Deborah (illustrator). Acceptable condition. Former Library book. A readable, intact copy that may have noticeable tears and wear to the spine. All pages of text are present, but they may include extensive notes and highlighting or be heavily stained. Includes reading copy only books. Bundled media such as CDs, DVDs, floppy disks or access codes may not be included.

46 pp.; 27.3 x 21 cm.; glue bound; black-and-white; edition size unknown; unsigned and unnumbered; offset-printed; Inaugural issue of Journal 188, edited by Meredith Allen, Joan Ratajack, and Lynette Diaz. Contents include: "Cutting," by D. Travers Scott; "Invisible Girls," by Barbara Seyda; "(excerpt from) The Double Standard," by Kathe Burkhart; "Poetry," by Kathleen McShane, John Hosford, Robert Monda, Nancy Taylor, Leslie Ladds, Catherine Jackson; and "Art," by Jude Schwendenwien, Chuck Agro, Joel Peter Johnson, Ebon Fisher, Lisa Haney, Terry Corgey, Susan Cowles, Robin Locke Monda, Alfred Stuart, Carol Sun, Doug Aitken, Rebecca Bailen, Guerrilla Girls, Joyce Roeutter, Madonna Dunbar, Yael Routtenberg, Kerr & Malley, and Deborah Whitney and "Bios." Very Good. Rubbing and dust soiling of covers with light edge wear. Contents clean and unmarked.

Zustand: New. pp. 344.

Hardcover. Zustand: Brand New. 210 pages. 9.25x6.25x0.75 inches. In Stock.

Zustand: New.

Paperback. Zustand: Brand New. reprint edition. 228 pages. 9.25x6.10x0.52 inches. In Stock.

Paperback. Zustand: Brand New. 288 pages. 9.00x6.00x1.00 inches. In Stock.

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book presents research involving learning opportunities that are afforded to learners of science when the focus is on linking the formal and informal science education sectors. It uses the metaphor of a 'landscape' as it emphasises how the authors see the possible movement within a landscape that is inclusive of formal, informal and free-choice opportunities. The book explores opportunities to change formal school science education via perspectives and achievements from the informal and free-choice science education sector within the wider lifelong, life-wide education landscape. Additionally it explores how science learning that occurs in a more inclusive landscape can demonstrate the potential power of these opportunities to address issues of relevance and engagement that currently plague the learning of science in school settings. Combining specific contexts, case studies and more general examples, the book examines the science learning landscapes by means of the lens of an ecosystem and the case of the Synergies longitudinal research project. It explores the relationships between school and museum, and relates the lessons learned through encounters with a narwhal. It discusses science communication, school-community partnerships, socioscientific issues, outreach education, digital platforms and the notion of a learning ecology.

Buch. Zustand: Neu. Neuware -This book presents research involving learning opportunities that are afforded to learners of science when the focus is on linking the formal and informal science education sectors. It uses the metaphor of a 'landscape' as it emphasises how the authors see the possible movement within a landscape that is inclusive of formal, informal and free-choice opportunities. The book explores opportunities to change formal school science education via perspectives and achievements from the informal and free-choice science education sector within the wider lifelong, life-wide education landscape. Additionally it explores how science learning that occurs in a more inclusive landscape can demonstrate the potential power of these opportunities to address issues of relevance and engagement that currently plague the learning of science in school settings.Combining specific contexts, case studies and more general examples, the book examines the science learning landscapes by means of the lens of an ecosystem and the case of the Synergies longitudinal research project. It explores the relationships between school and museum, and relates the lessons learned through encounters with a narwhal. It discusses science communication, school-community partnerships, socioscientific issues, outreach education, digital platforms and the notion of a learning ecology.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 228 pp. Englisch.

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book presents research involving learning opportunities that are afforded to learners of science when the focus is on linking the formal and informal science education sectors. It uses the metaphor of a 'landscape' as it emphasises how the authors see the possible movement within a landscape that is inclusive of formal, informal and free-choice opportunities. The book explores opportunities to change formal school science education via perspectives and achievements from the informal and free-choice science education sector within the wider lifelong, life-wide education landscape. Additionally it explores how science learning that occurs in a more inclusive landscape can demonstrate the potential power of these opportunities to address issues of relevance and engagement that currently plague the learning of science in school settings. Combining specific contexts, case studies and more general examples, the book examines the science learning landscapes by means of the lens of an ecosystem and the case of the Synergies longitudinal research project. It explores the relationships between school and museum, and relates the lessons learned through encounters with a narwhal. It discusses science communication, school-community partnerships, socioscientific issues, outreach education, digital platforms and the notion of a learning ecology.

Taschenbuch. Zustand: Neu. Navigating the Changing Landscape of Formal and Informal Science Learning Opportunities | Deborah Corrigan (u. a.) | Taschenbuch | xvii | Englisch | 2018 | Springer | EAN 9783030078508 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu.

Hardcover. 1st ed. 2015. XVI, 299 S. Ehem. Bibliotheksexemplar mit Signatur und Stempel. GUTER Zustand, ein paar Gebrauchsspuren. Ex-library with stamp and library-signature. GOOD condition, some traces of use. K02347 9783319165424 Sprache: Englisch Gewicht in Gramm: 550.

Paperback. Zustand: Brand New. 243 pages. 9.25x6.10x0.51 inches. In Stock.

Taschenbuch. Zustand: Neu. The Professional Knowledge Base of Science Teaching | Deborah Corrigan (u. a.) | Taschenbuch | XVI | Englisch | 2014 | Springer | EAN 9789401782975 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu.

Hardcover. Zustand: Brand New. 243 pages. 9.25x6.10x0.56 inches. In Stock.

Taschenbuch. Zustand: Neu. The Future in Learning Science: What's in it for the Learner? | Deborah Corrigan (u. a.) | Taschenbuch | xv | Englisch | 2016 | Springer | EAN 9783319352084 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu.

Hardcover. Zustand: Brand New. 270 pages. 9.25x6.10x1.11 inches. In Stock.

Hardcover. Zustand: Brand New. 326 pages. 9.25x6.25x0.75 inches. In Stock.

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - In 2007, the Monash-Kings College London International Centre for the Study of Science and Mathematics Curriculum edited a book calledThe Re-emergence of Values in Science Education. This book reflects on how values have been considered since this original publication, particularly in terms of socio-cultural, economic and political factors that have impacted broadly on science, technology and society, and more specifically on informal and formal science curricula. Hence, the title of this book has been framed as Values in Science Education: The shifting sands.As in the first book, this collection focuses on values that are centrally associated with science and its teaching, and not the more general notion of values such as cooperation or teamwork that are also important values in current curricula. Such valueshave indeed become more of a focus in science education. This may be a response to the changing global context, where technological changes havebeen rapid and accelerating. In such complex and risky environments, it is our guiding principles that become the important mainstays of our decisions and practices. In terms of science education, what is becoming clearer is that traditional content and traditional science and scientific methods are not enough for science and hence science education to meet such challenges. While shifts in values in science education continue,tensions remain in curriculum development and implementation, as evidenced by the continued diversity of views about what and whose values matter most.

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This volume considers the future of science learning - what is being learned and how it is being learned - in formal and informal contexts for science education. To do this, the book explores major contemporary shifts in the forms of science that could or should be learned in the next 20 years, what forms of learning of that science should occur, and how that learning happens, including from the perspective of learners. In particular, this volume addresses shifts in the forms of science that are researched and taught post-school - emerging sciences, new sciences that are new integrations, 'futures science', and increases in the complexity and multidisciplinarity of science, including a multidisciplinarity that embraces ways of knowing beyond science. A central aspect of this in terms of the future of learning science is the urgent need to engage students, including their non-cognitive, affective dimensions, both for an educated citizenry and for a productive response to the ubiquitous concerns about future demand for science-based professionals. Another central issue is the actual impact of ICT on science learning and teaching, including shifts in how students use mobile technology to learn science.

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - In 2007, the Monash-Kings College London International Centre for the Study of Science and Mathematics Curriculum edited a book calledThe Re-emergence of Values in Science Education. This book reflects on how values have been considered since this original publication, particularly in terms of socio-cultural, economic and political factors that have impacted broadly on science, technology and society, and more specifically on informal and formal science curricula. Hence, the title of this book has been framed as Values in Science Education: The shifting sands.As in the first book, this collection focuses on values that are centrally associated with science and its teaching, and not the more general notion of values such as cooperation or teamwork that are also important values in current curricula. Such valueshave indeed become more of a focus in science education. This may be a response to the changing global context, where technological changes havebeen rapid and accelerating. In such complex and risky environments, it is our guiding principles that become the important mainstays of our decisions and practices. In terms of science education, what is becoming clearer is that traditional content and traditional science and scientific methods are not enough for science and hence science education to meet such challenges. While shifts in values in science education continue,tensions remain in curriculum development and implementation, as evidenced by the continued diversity of views about what and whose values matter most.

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This volume considers the future of science learning - what is being learned and how it is being learned - in formal and informal contexts for science education. To do this, the book explores major contemporary shifts in the forms of science that could or should be learned in the next 20 years, what forms of learning of that science should occur, and how that learning happens, including from the perspective of learners. In particular, this volume addresses shifts in the forms of science that are researched and taught post-school - emerging sciences, new sciences that are new integrations, 'futures science', and increases in the complexity and multidisciplinarity of science, including a multidisciplinarity that embraces ways of knowing beyond science. A central aspect of this in terms of the future of learning science is the urgent need to engage students, including their non-cognitive, affective dimensions, both for an educated citizenry and for a productive response to the ubiquitous concerns about future demand for science-based professionals. Another central issue is the actual impact of ICT on science learning and teaching, including shifts in how students use mobile technology to learn science.

Taschenbuch. Zustand: Neu. Neuware -In 2007, the Monash-Kings College London International Centre for the Study of Science and Mathematics Curriculum edited a book called The Re-emergence of Values in Science Education. This book reflects on how values have been considered since this original publication, particularly in terms of socio-cultural, economic and political factors that have impacted broadly on science, technology and society, and more specifically on informal and formal science curricula. Hence, the title of this book has been framed as Values in Science Education: The shifting sands. As in the first book, this collection focuses on values that are centrally associated with science and its teaching, and not the more general notion of values such as cooperation or teamwork that are also important values in current curricula. Such values have indeed become more of a focus in science education. This may be a response to the changing global context, where technological changes havebeen rapid and accelerating. In such complex and risky environments, it is our guiding principles that become the important mainstays of our decisions and practices. In terms of science education, what is becoming clearer is that traditional content and traditional science and scientific methods are not enough for science and hence science education to meet such challenges. While shifts in values in science education continue, tensions remain in curriculum development and implementation, as evidenced by the continued diversity of views about what and whose values matter most.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 244 pp. Englisch.

Buch. Zustand: Neu. Neuware -In 2007, the Monash-Kings College London International Centre for the Study of Science and Mathematics Curriculum edited a book called The Re-emergence of Values in Science Education. This book reflects on how values have been considered since this original publication, particularly in terms of socio-cultural, economic and political factors that have impacted broadly on science, technology and society, and more specifically on informal and formal science curricula. Hence, the title of this book has been framed as Values in Science Education: The shifting sands. As in the first book, this collection focuses on values that are centrally associated with science and its teaching, and not the more general notion of values such as cooperation or teamwork that are also important values in current curricula. Such values have indeed become more of a focus in science education. This may be a response to the changing global context, where technological changes havebeen rapid and accelerating. In such complex and risky environments, it is our guiding principles that become the important mainstays of our decisions and practices. In terms of science education, what is becoming clearer is that traditional content and traditional science and scientific methods are not enough for science and hence science education to meet such challenges. While shifts in values in science education continue, tensions remain in curriculum development and implementation, as evidenced by the continued diversity of views about what and whose values matter most.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 244 pp. Englisch.

Taschenbuch. Zustand: Neu. Neuware -This volume considers the future of science learning - what is being learned and how it is being learned - in formal and informal contexts for science education. To do this, the book explores major contemporary shifts in the forms of science that could or should be learned in the next 20 years, what forms of learning of that science should occur, and how that learning happens, including from the perspective of learners. In particular, this volume addresses shifts in the forms of science that are researched and taught post-school ¿ emerging sciences, new sciences that are new integrations, ¿futures science¿, and increases in the complexity and multidisciplinarity of science, including a multidisciplinarity that embraces ways of knowing beyond science. A central aspect of this in terms of the future of learning science is the urgent need to engage students, including their non-cognitive, affective dimensions, both for an educated citizenry and for a productive response to the ubiquitous concerns about future demand for science-based professionals. Another central issue is the actual impact of ICT on science learning and teaching, including shifts in how students use mobile technology to learn science.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 316 pp. Englisch.

Buch. Zustand: Neu. Neuware -This volume considers the future of science learning - what is being learned and how it is being learned - in formal and informal contexts for science education. To do this, the book explores major contemporary shifts in the forms of science that could or should be learned in the next 20 years, what forms of learning of that science should occur, and how that learning happens, including from the perspective of learners. In particular, this volume addresses shifts in the forms of science that are researched and taught post-school ¿ emerging sciences, new sciences that are new integrations, ¿futures science¿, and increases in the complexity and multidisciplinarity of science, including a multidisciplinarity that embraces ways of knowing beyond science. A central aspect of this in terms of the future of learning science is the urgent need to engage students, including their non-cognitive, affective dimensions, both for an educated citizenry and for a productive response to the ubiquitous concerns about future demand for science-based professionals. Another central issue is the actual impact of ICT on science learning and teaching, including shifts in how students use mobile technology to learn science.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 316 pp. Englisch.

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - Over the past twenty years, much has been written about the knowledge bases thought necessary to teach science. Shulman has outlined seven knowledge domains needed for teaching, and others, such as Tamir, have proposed somewhat similar domains of knowledge, specifically for science teachers. Aspects of this knowledge have changed because of shifts in curriculum thinking, and the current trends in science education have seen a sharp increase in the significance of the knowledge bases. The development of a standards-based approach to the quality of science teaching has become common in the Western world, and phrases such as 'evidence-based practice' have been tossed around in the attempt to 'measure' such quality. The Professional Knowledge Base of Science Teaching explores the knowledge bases considered necessary for science teaching. It brings together a number of researchers who have worked with science teachers, and they address what constitutes evidence of high quality science teaching, on what basis such evidence can be judged, and how such evidence reflects the knowledge basis of the modern day professional science teacher. This is the second book produced from the Monash University- King's College London International Centre for the Study of Science and Mathematics Curriculum. The first book presented a big picture of what science education might be like if values once again become central while this book explores what classroom practices may look like based on such a big picture.

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - Over the past twenty years, much has been written about the knowledge bases thought necessary to teach science. Shulman has outlined seven knowledge domains needed for teaching, and others, such as Tamir, have proposed somewhat similar domains of knowledge, specifically for science teachers. Aspects of this knowledge have changed because of shifts in curriculum thinking, and the current trends in science education have seen a sharp increase in the significance of the knowledge bases. The development of a standards-based approach to the quality of science teaching has become common in the Western world, and phrases such as 'evidence-based practice' have been tossed around in the attempt to 'measure' such quality. The Professional Knowledge Base of Science Teaching explores the knowledge bases considered necessary for science teaching. It brings together a number of researchers who have worked with science teachers, and they address what constitutes evidence of high quality science teaching, on what basis such evidence can be judged, and how such evidence reflects the knowledge basis of the modern day professional science teacher. This is the second book produced from the Monash University- King's College London International Centre for the Study of Science and Mathematics Curriculum. The first book presented a big picture of what science education might be like if values once again become central while this book explores what classroom practices may look like based on such a big picture.