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  • 2000-2004  (61)
  • 1985-1989
  • 2002  (61)
  • Dordrecht : Springer Netherlands
  • München : Därr Expeditionsservice
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  • 1
    Online Resource
    Online Resource
    Leiden [u.a.] : Brill | Dordrecht : Springer Netherlands | Berlin ; Heidelberg : Springer ; 1.2001 -
    ISSN: 1875-0214 , 1875-0214
    Language: English
    Pages: Online-Ressource
    Dates of Publication: 1.2001 -
    Parallel Title: Druckausg. Zutot
    DDC: 296.3805
    Keywords: Kultur ; Judentum ; Zeitschrift ; Zeitschrift ; Online-Publikation ; Zeitschrift ; Zeitschrift ; Online-Publikation ; Zeitschrift ; Zeitschrift ; Online-Publikation ; Zeitschrift ; Zeitschrift ; Zeitschrift ; Zeitschrift ; Online-Ressource ; Zeitschrift ; Zeitschrift ; Zeitschrift ; Judentum ; Kultur ; Zeitschrift ; Online-Publikation
    Note: Gesehen am 26.07.2018 , Ersch. jährl.
    URL: Volltext  (Deutschlandweit zugänglich)
    URL: Volltext  (Deutschlandweit zugänglich)
    URL: Volltext  (Deutschlandweit zugänglich)
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  • 2
    Online Resource
    Online Resource
    Dordrecht : Springer Netherlands
    ISBN: 9780306475887
    Language: English
    Pages: 1 online resource (211 pages)
    Series Statement: Language Policy Ser. v.1
    Parallel Title: Erscheint auch als
    DDC: 306.44/95694
    Keywords: Palestinian Arabs-Israel-Languages.. ; Palestinian Arabs-Education (Secondary)-Israel.. ; Languages, Modern-Study and teaching (Secondary)-Israel.. ; Language policy-Israel ; Electronic books
    Note: Description based on publisher supplied metadata and other sources
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  • 3
    ISBN: 9789401709408
    Language: English
    Pages: 1 online resource (253 pages)
    Series Statement: Social Indicators Research Ser. v.9
    Parallel Title: Erscheint auch als
    DDC: 303.48200000000003
    Keywords: Electronic books
    Note: Description based on publisher supplied metadata and other sources
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  • 4
    Online Resource
    Online Resource
    Dordrecht : Springer Netherlands | Imprint: Springer
    ISBN: 9789401599801
    Language: English
    Pages: 1 Online-Ressource (VII, 207 p)
    Edition: 1st ed. 2002
    Parallel Title: Printed edition
    Parallel Title: Printed edition
    Parallel Title: Printed edition
    DDC: 306.43
    Keywords: Educational sociology ; Clinical psychology ; Sociology
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  • 5
    ISBN: 9789401002714
    Language: English
    Pages: 1 Online-Ressource (V, 189 p)
    Edition: 1st ed. 2002
    Series Statement: Social Indicators Research Series 16
    Parallel Title: Printed edition
    Parallel Title: Printed edition
    Parallel Title: Printed edition
    DDC: 301
    Keywords: Sociology ; Quality of life ; Psychopharmacology ; Philosophy
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  • 6
    Online Resource
    Online Resource
    Dordrecht : Springer Netherlands | Imprint: Springer
    ISBN: 9789401599047
    Language: English
    Pages: 1 Online-Ressource (XX, 281 p)
    Edition: 1st ed. 2002
    Series Statement: Social Indicators Research Series 12
    Parallel Title: Printed edition
    Parallel Title: Printed edition
    Parallel Title: Printed edition
    DDC: 301
    Keywords: Sociology ; Quality of life ; Clinical psychology ; Personality ; Social psychology
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  • 7
    Online Resource
    Online Resource
    Dordrecht : Springer Netherlands | Imprint: Springer
    ISBN: 9789401716796
    Language: English
    Pages: 1 Online-Ressource (XIII, 250 p. 7 illus)
    Edition: 1st ed. 2002
    Series Statement: GeoJournal Library 71
    Parallel Title: Printed edition
    Parallel Title: Printed edition
    Parallel Title: Printed edition
    DDC: 304.2
    Keywords: Human geography ; Curriculums (Courses of study) ; Education—Curricula ; Social sciences ; Science education ; Learning ; Instruction
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  • 8
    Online Resource
    Online Resource
    Dordrecht : Springer Netherlands | Imprint: Springer
    ISBN: 9789401598729
    Language: English
    Pages: 1 Online-Ressource (XXII, 196 p)
    Edition: 1st ed. 2002
    Series Statement: Social Indicators Research Series 10
    Parallel Title: Printed edition
    Parallel Title: Printed edition
    Parallel Title: Printed edition
    DDC: 301
    Keywords: Sociology ; Quality of life ; Criminology ; Public international law
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  • 9
    Online Resource
    Online Resource
    Dordrecht : Springer Netherlands | Imprint: Springer
    ISBN: 9789401598606
    Language: English
    Pages: 1 Online-Ressource (XX, 188 p)
    Edition: 1st ed. 2002
    Series Statement: International Library of Ethics, Law, and the New Medicine 15
    Parallel Title: Printed edition
    Parallel Title: Printed edition
    Parallel Title: Printed edition
    DDC: 301
    Keywords: Anthropology ; Infectious diseases ; General practice (Medicine) ; Immunology
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  • 10
    Online Resource
    Online Resource
    Dordrecht : Springer Netherlands | Imprint: Springer
    ISBN: 9789401599702
    Language: English
    Pages: 1 Online-Ressource (VI, 338 p)
    Edition: 1st ed. 2002
    Series Statement: Social Indicators Research Series 17
    Parallel Title: Printed edition
    Parallel Title: Printed edition
    Parallel Title: Printed edition
    DDC: 306
    Keywords: Quality of life ; Sociology ; Public health
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  • 11
    Online Resource
    Online Resource
    Dordrecht : Springer Netherlands | Imprint: Springer
    ISBN: 9789401709408
    Language: English
    Pages: 1 Online-Ressource (XVIII, 241 p. 2 illus)
    Edition: 1st ed. 2002
    Series Statement: Social Indicators Research Series 9
    Parallel Title: Printed edition
    Parallel Title: Printed edition
    Parallel Title: Printed edition
    DDC: 301
    Keywords: Sociology ; Quality of life ; Social sciences ; Economic growth
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  • 12
    Online Resource
    Online Resource
    Dordrecht : Springer Netherlands | Imprint: Springer
    ISBN: 9789401733816
    Language: English
    Pages: 1 Online-Ressource (X, 306 p)
    Edition: 1st ed. 2002
    Series Statement: European Studies of Population 11
    Parallel Title: Printed edition
    Parallel Title: Printed edition
    Parallel Title: Printed edition
    DDC: 304.6
    Keywords: Demography ; Population ; Epidemiology ; Business ; Management science ; Statistics  ; Public health
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  • 13
    Online Resource
    Online Resource
    Dordrecht : Springer Netherlands | Imprint: Springer
    ISBN: 9789401002578
    Language: English
    Pages: 1 Online-Ressource (VII, 277 p)
    Edition: 1st ed. 2002
    Series Statement: Social Indicators Research Series 15
    Parallel Title: Printed edition
    Parallel Title: Printed edition
    Parallel Title: Printed edition
    DDC: 301
    Keywords: Sociology ; Quality of life ; Economic growth
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  • 14
    Online Resource
    Online Resource
    Dordrecht : Springer Netherlands | Imprint: Springer
    ISBN: 9789401724203
    Language: English
    Pages: 1 Online-Ressource (IX, 161 p)
    Edition: 1st ed. 2002
    Parallel Title: Printed edition
    Parallel Title: Printed edition
    Parallel Title: Printed edition
    DDC: 306.43
    Keywords: Educational sociology ; Social sciences ; Sociology
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  • 15
    Online Resource
    Online Resource
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    ISBN: 9780306474750
    Language: English
    Pages: 1 Online-Ressource(VIII, 256 p.)
    Edition: 1st ed. 2002.
    Series Statement: Philosophy and Medicine 64
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Medical ethics. ; Ethics. ; Ontology. ; Philosophy. ; Ethics ; Ontology ; Philosophy (General) ; Philosophy, Medical ; Ethics, Medical
    Abstract: The Philosophy of Medicine and Bioethics: An Introduction to the Framing of a Field -- The Philosophy of Medicine and Bioethics: An Introduction to the Framing of a Field -- The Philosophy of the Body and Bioethics -- Bodies of Knowledge, Philosophical Anthropology, and Philosophy of Medicine -- Bodies, Body Parts, and Body Language: Reflections on Ontology and Personal Identity in Medical Practice -- Bodies and Minds in the Philosophy of Medicine: Organ Sales and the Lived Body -- Euthanasia, Secular Priests, And the Centrality of Choice -- Accommodating Death: Euthanasia in The Netherlands -- Why Should Anyone Listen to Ethics Consultants? -- Changing Views of Paternalism in Research: Aids Activists Demand Change -- Fundamental Categories: The Mind, Equity, The State, and Time -- Three Designations of Disorder: Diversity, Disease and Determinism in Psychiatric Thought and Practice -- Equity and the Health Effects of Urbanization -- Engelhardt on Kant’s Moral Foundations and Hegel’s Category of the State -- Bole on Kant, Hegel, and Engelhardt: A Brief Reply -- Epilogue: The Use of the Past.
    Abstract: The term `bioethics' was coined in 1971, just as interest in the medical humanities claimed a prominent place in medical education. Out of this interest, a substantial area of research and scholarship took shape: the philosophy of medicine. This field has been directed to the epistemological, ontological, and value-theoretical issues occasioned by medicine and the biomedical sciences. Bioethics is nested in this field and can only be fully understood in terms of the foundational issues it addresses. This collection of essays in honor of Stuart F. Spicker, one of the individuals who gave shape to the philosophy of medicine, lays out the broad scope of concerns from the philosophy of embodiment, to issues of the role of ethics consultants, to concepts of disease, equity and the meaning of history.
    Note: Includes bibliographical references and index
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  • 16
    ISBN: 9789401722964
    Language: English
    Pages: Online-Ressource (X, 360 p) , online resource
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: The GeoJournal Library 70
    Series Statement: GeoJournal Library 70
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Cartography ; Geography ; Regional planning ; Social sciences Methodology ; Geographical information systems. ; Statistics . ; Urban planning. ; Earth sciences.
    Abstract: This book presents a representative selection of innovative ideas currently shaping the development and testing of geographical systems models by means of statistical and computational approaches. Collectively, the contributions span all geographic scales, deal with both individuals and aggregates, and represent natural, human, and integrated spatial systems. Reflecting current concerns for relevance, each paper has an applied component relating to one or more contemporary issues. Modelling Geographical Systems is relevant to researchers, postgraduates, final-year undergraduates and professionals in the areas of quantitative geography, spatial analysis, spatial modelling, and geographical information sciences. Although not intended as a textbook, this volume would provide a useful supplementary text for courses on quantitative geography and geographical systems modelling in both human and physical geography, and GIS and geocomputation
    URL: Volltext  (lizenzpflichtig)
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  • 17
    Online Resource
    Online Resource
    Dordrecht : Springer Netherlands
    ISBN: 9789401704113
    Language: English
    Pages: Online-Ressource (XII, 102 p) , online resource
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    DDC: 190
    Keywords: Philosophy (General) ; Philosophy, modern ; Germanic languages
    Abstract: T.S. Eliot's engagement with the work of the British philosopher F.H. Bradley deeply influenced his poetry and criticism throughout his career. The author gives a critical evaluation of Eliot's disagreements with the philosopher, providing an important new insight into Eliot's relationship with language. She illustrates this by referring to Eliot's work on Dante, Keats, Woolf, Pound and Joyce. She shows how Eliot's use of literary epiphany and his understanding of prejudice are rooted in his study of Bradley
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  • 18
    Online Resource
    Online Resource
    Dordrecht : Springer Netherlands
    ISBN: 9789401711951
    Language: English
    Pages: Online-Ressource (IX, 404 p) , online resource
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Philosophy of Medicine, Asian Studies in Bioethics and the Philosophy of Medicine 2 71
    Series Statement: Asian Studies in Bioethics and the Philosophy of Medicine 71
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Medicine ; medicine Philosophy ; Ethics ; Ontology ; Medical ethics ; Medicine—Philosophy.
    Abstract: This collection of papers explores one of the central debates in the field of bioethics in the new century. It evaluates the controversy between the claim that there is a common morality accepted by all and the opposing view that there are different moral visions and moral rationalities, within which complex bioethical issues demand a solution. Contributions within this volume offer different approaches and perspectives on the pursuit of global ethics in the new century. They are organized under five major themes
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  • 19
    Online Resource
    Online Resource
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    ISBN: 9780306472299
    Language: English
    Pages: 1 Online-Ressource(XVI, 172 p.)
    Edition: 1st ed. 2002.
    Series Statement: Mathematics Education Library 26
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Learning. ; Instruction. ; Language and education. ; Teaching. ; Mathematics—Study and teaching . ; Learning, Psychology of. ; Language and languages—Study and teaching. ; Teachers—Training of. ; Education ; Language and languages ; Mathematics ; Teachers Training of ; Mathematikunterricht
    Abstract: The Elusive Dynamics of Teaching Mathematics in Multilingual Classrooms -- Complexity and Diversity: The Language and Mathematics Education Terrain in South Africa -- Accessing Teachers’ Tacit and Articulated Knowledge -- Dilemmas in Teaching: A Prelude and Frame -- Teachers Talking About Teaching: The Emergence of Dilemmas -- Language(S) As Resource and the Dilemma of Code-Switching -- Dilemmas of Mediation in a Multilingual Classroom: Spotlighting Mathematical Communicative Competence -- The Dilema of Transparency: Language Visibility in the Multilingual Classroom -- Central Dilemmas as Curriculum and Research Agenda.
    Abstract: Increasingly, teachers all over the world are grappling on a daily basis with the fact of multilingual classrooms. In this book, Jill Adler captures three inter-related dilemmas that lie at the heart of teaching mathematics in multilingual classrooms. Adler's identification and naming of the dilemma of code-switching, the dilemma of mediation, and the dilemma of transparency, arise from exploring the realities of actual classrooms, and are shaped by a perspective of teaching as a social practice. Adler provides a sharp analysis and strong theoretical grounding for her work, pulling together research related to the relationship between language and mathematics, communicating mathematics, and mathematics in bi-/multilingual settings. In so doing, she offers a direct challenge to dominant research on communication in mathematics classrooms that has `othered' the multilingual setting in its normalisation of the monolingual classroom. The `norm' is a multicultural one. Set in contemporary South Africa - a context of linguistic diversity and rapid change - this book offers a spotlight whose beam is wide enough to illuminate dilemmas at work in all mathematics classrooms.
    Note: Includes bibliographical references and index
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  • 20
    Online Resource
    Online Resource
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    ISBN: 9780306477218
    Language: English
    Pages: 1 Online-Ressource(XIV, 184 p.)
    Edition: 1st ed. 2002.
    Series Statement: Education in the Asia-Pacific Region: Issues, Concerns and Prospects 1
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: International education . ; Comparative education. ; Comparative Education ; Education
    Abstract: Young People and the Environment -- Japan -- China-Guangzhou -- China-Hong Kong -- Thailand -- India -- Singapore -- Brunei Darussalam -- Australia -- Aotearoa-New Zealand -- Fiji -- United States of America -- Synthesis: A Cross-Cultural Reflection. .
    Abstract: The book analyses the knowledge, beliefs and behaviours that comprise the environmental attitudes of young people in the Asia-Pacific region and the cultural, political and educational contexts that have shaped them. The findings are based upon a questionnaire survey of over 10,000 young people together with focus group studies in India, South China, Japan, Thailand, Singapore, Hong Kong, Brunei, Indonesia, Australia, New Zealand, Fiji, and the west coast of the USA.
    Description / Table of Contents: ""TABLE OF CONTENTS""
    Note: Includes bibliographical references
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  • 21
    Online Resource
    Online Resource
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    ISBN: 9780306479571
    Language: English
    Pages: 1 Online-Ressource(IX, 206 p. 45 illus.)
    Edition: 1st ed. 2002.
    Series Statement: Landscapes: the Arts, Aesthetics, and Education 1
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Art education. ; Learning. ; Instruction. ; Assessment. ; Education. ; Art—Study and teaching. ; Learning, Psychology of. ; Educational tests and measurements. ; Education ; Educational tests and measurements ; Kunsterziehung
    Abstract: Interpretation and Practice -- Semiotics and Hermeneutics -- Semiotics, Hermeneutics and Observational Drawings -- The Semiotics of Children’s Drawing Practices -- Experience and the Hermeneutics and Semiotics of Visuality -- Identity and Practice -- The Construction of Identity -- Identity and Psychoanalysis -- The Field of Art in Education -- Difference and Practice -- Experience, Difference and Practice -- Experience and Practice: Theorising New Identifications.
    Abstract: MEMORY SEED My introduction to teaching art began in September 1971 when I took up a post as art teacher in a secondary school in the West Riding of Yorkshire. Apart from my desire to survive and establish myself amongst students and staff I remember holding firm ideas about what I should be teaching. In relation to drawing and painting I had clear expectations concerning practice and representation. Students’ art work which did not correspond to these I rather naively) considered as weak and in need of correction. I assumed wrongly that when students were making paintings and drawings from observation of objects, people or landscape, they should be aiming to develop specific representational skills associated with the idea of ‘rendering’ a reasonable likeness. I was reasonably familiar with the development of Western art and different forms of visual representation and expression and I knew, for example, that the projection system perspective is only one and not the correct rep- sentational system for mapping objects and their spatial relations as viewed from a particular point into corresponding relations in a painting or drawing. Nevertheless I still employed this mode of projection as an expectation or a criterion of judgement when teaching my students.
    Note: Includes bibliographical references (p. 197-202) and indexes
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  • 22
    Online Resource
    Online Resource
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    ISBN: 9780306468490
    Language: English
    Pages: 1 Online-Ressource(XVII, 196 p.)
    Edition: 1st ed. 2002.
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Medical ethics. ; Ethics. ; Medical laws and legislation. ; Medicine—Philosophy. ; Bioethics. ; Ethics ; Philosophy (General) ; medicine Philosophy ; Medical ethics ; Public health laws
    Abstract: Medical Ethics and Medical Jurisprudence: The Conceptual Landscape -- A Historical Perspective on the Relationship Between Law and Morality -- Law and the Physician-Patient Relationship: Informed Consent in Theory and practice -- From Autonomy to Prospective Autonomy: Advance Directives in Bioethics, Law and Public Policy -- Constitutional Liberty and Privacy: The Supreme Court and the Physician-Patient Relationship -- The dance of Intimacy: Abortion, Medical Ethics and the Constitution -- Death, Dying, and the Responsibility of the Ethical Physician -- The New Synergy — Bioethics in Court -- Lessons Learned and Prospects for the Future of Medical Jurisprudence and Bioethics.
    Abstract: The pervasive influence of law on medical practice and clinical bioethics is often noted with a combination of exasperation and lamentation. Physicians and non-physician bioethicists, generally speaking, consider the willingness of courts, legislatures, and regulatory agencies to insinuate themselves into clinical practice and medical research to be a distinctly negative aspect of contemporary American society. They are quick to point out that their colleagues in other Western developed nations are not similarly afflicted, and that the situation which obtains elsewhere is highly preferable to the legalization and purported over-regulation of medicine that has taken place in the United States during the last fifty years. In this book I offer a decidedly different perspective. It is, admittedly, not entirely without personal and professional bias. Prior to becoming a fu- time academic, teaching bioethics in the setting of an academic medical center, I was, for nearly 20 years, an attorney specializing in health law. Even after earning a doctorate in philosophy, I was frequently considered to be the “resident lawyer” on the bioethics faculty, much more frequently looked to for my insights on the law than my perspective as one who had formally studied moral philosophy and applied ethics. I note this not out ofa sense of frustration or disappointment, but as confirmation that even among physicians and n- physician bioethicists, there is widespread recognition that the law does have important contributions to make in assessing the practice ofmedicine and the conduct of medical research.
    Note: Includes bibliographical references and index
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  • 23
    Online Resource
    Online Resource
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    ISBN: 9780306472305
    Language: English
    Pages: 1 Online-Ressource(VII, 227 p.)
    Edition: 1st ed. 2002.
    Series Statement: Contemporary Trends and Issues in Science Education 13
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    RVK:
    Keywords: Science education. ; Teaching. ; Curriculums (Courses of study). ; Education—Curricula. ; Teachers—Training of. ; Science—Study and teaching. ; Education ; Curriculum planning ; Science Study and teaching ; Teachers Training of ; USA ; Lehrerbildung ; Naturwissenschaftlicher Unterricht
    Abstract: Collaboration and Apprenticeship Models -- Becoming-in-the-Classroom: Learning to Teach in/as Praxis -- Teams: A Science Learning and Teaching Apprenticeship Model -- A Problem-Based Learning Approach to Science Teacher Preparation -- Linking Schools and Universities in Partnership for Science Teacher Preparation -- The Dynamics of Collaboration in a State-Wide Professional Development Program for Cience Teachers -- Special Issues-Driven Models -- Instructional Congruence to Promote Science Learning and Literacy Development for Linguistically Diverse Students -- Gender Equity and Science Teacher Preparation -- Assessment Models that Integrate Theory and Best Practice -- New Technologies and Science Teacher Preparation -- Preparing New Teachers for Integrated-Science Classrooms -- Critical Multiculturalism and Science Teacher Education Programs -- Portraits of Professional Development Models in Science Teacher Education: A Synthesis of Perspectives and Issues.
    Abstract: 1 Wolff Michael Roth & Derrick R. Lavoie² 1 2 University of Victoria, Virtual Institute for Learning Resources The current reform in science education requires a substantive change in how science is taught. Implicit in this reform is an equally substantive change in professional devel- ment practices at all levels. (NRC, 1996,p. 56) In a continuously changing society, it is not surprising that education also undergoes continuous change. Science education is no exception, and perhaps changes are more rapid given the daily construction of new scientific knowledge. In such a c- mate of continuous change, the preparation of science teachers has to follow suit in order to be appropriate to the reforms that national organizations encourage. H- ever, whereas science teaching reform movements spawned recommendations of what teachers should know and be able to do in order for their students to concep- alize and process science (NSTA, 1997), they provide little guidance in terms of - the-classroom concrete implementation. Thus, while national science education organizations continue to refine their positions about teacher education, there is no mechanism for translating these positions and statements into science education courses that can improve the preparation and quality of p- service science teachers at both the elementary and secondary levels. (Yager & Penick, 1990. p. 670) It is therefore not surprising that there are voices that describe teacher prepa- tion as unsuccessful and as unresponsive to reform efforts (Schnur & Golby, 1995).
    Note: Includes bibliographical references and index
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  • 24
    Online Resource
    Online Resource
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    ISBN: 9780306480164
    Language: English
    Pages: 1 Online-Ressource(VIII, 286 p.)
    Edition: 1st ed. 2002.
    Series Statement: Mathematics Education Library 29
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Learning. ; Instruction. ; Philosophy and social sciences. ; Mathematics—Study and teaching . ; Learning, Psychology of. ; Education—Philosophy. ; Education ; Education Philosophy ; Mathematics ; Mathematiklehrer ; Mathematikunterricht ; Kommunikation
    Abstract: Communication in the Mathematics Classroom -- Inquiry Co-Operation -- Further Development of the Inquiry Co-Operation Model -- Dialogue and Learning -- Intention and Learning -- Reflection and Learning -- Critique and Learning -- Critical Epistemology and the Learning of Mathematics.
    Abstract: Dialogue and Learning in Mathematics Education is concerned with communication in mathematics class-rooms. In a series of empirical studies of project work, we follow students' inquiry cooperation as well as students' obstructions to inquiry cooperation. Both are considered important for a theory of learning mathematics. Special attention is paid to the notions of `dialogue' and `critique'. A central idea is that `dialogue' supports `critical learning of mathematics'. The link between dialogue and critique is developed further by including the notions of `intention' and `reflection'. Thus a theory of learning mathematics is developed which is resonant with critical mathematics education.
    Note: Includes bibliographical references (p. 263-276) and indexes
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  • 25
    Online Resource
    Online Resource
    Dordrecht : Springer Netherlands
    ISBN: 9789401598644
    Language: English
    Pages: Online-Ressource (XVI, 168 p) , online resource
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Philosophy (General) ; Education Philosophy ; Philosophy and social sciences. ; Public international law. ; Educational policy. ; International education . ; Comparative education. ; School management and organization. ; School administration. ; Education and state. ; International law. ; Education—Philosophy.
    Abstract: While analysing what it means to be European, Ortega y Gasset pointed out that European culture is defined by human's desire to find the most perfect way of being, a way that must be both firmly founded in history and clearly projected into the future. Ortega's idea had perhaps less currency when what European unity meant still boiled down to an economic community. Today, however, things have changed, and after a long, complex process, we now face a new scenario ambitiously named European Union, one whose foundations, competencies, and aims are no longer simply economic, but seek to foster a life in common without losing respect for the national identities of the member States. The legend -in fact, Jack Lang confessed that this statement was invented by him, and perhaps is true- says that near the end of his life, Jean Monnet once answered a journalist's question affirming that, if he had to do it all over again, he would start with culture rather than with the economy
    Description / Table of Contents: 1 Evolution and Normative Framework of the European Union Educational Policy1 Rethinking Subsidiarity as a Principle of Educational Policy in the European Union -- 2 Educational Policy and Educational Programmes in the European Union -- 2 Education for European Citizenship and Pluralism -- 3 Education for European Identity and European Citizenship -- 4 Education, Pluralism and the Teaching of Values -- 3 New Trends and Challenges for European Education Systems and Institutions -- 5 Equal Opportunities between Women and Men in Community Law -- 6 Freedom and Efficiency in Education -- 7 The European University looks ahead towards the Future.
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  • 26
    ISBN: 9789400704732
    Language: English
    Pages: Online-Ressource (XII, 743 p) , online resource
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Analecta Husserliana, The Yearbook of Phenomenological Research 80
    Parallel Title: Erscheint auch als
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    Keywords: Philosophy (General) ; Ontology ; Phenomenology ; Philosophy. ; Philosophy—History.
    Abstract: Phenomenology is the philosophy of our times. Through the entire twentieth century this philosophy unfolded and flourished, following stepwise the intrinsic logic and dynamism of its original project as proposed by its founder Edmund Husserl. Now its seminal ideas have been handed over to a new era. The worldwide contributors to this volume make it manifest that phenomenological inspiration knows no cultural barriers. It penetrates and invigorates not only philosophical disciplines but also most of the sectors of knowledge, transforming our way of seeing the world, our actions toward others, and our lives. Phenomenology's universal spread has, however, oftentimes diluted its original sense, even beyond recognition, and led to a weakening of its dynamics. There is at present an urgent need to retrieve the original understanding of phenomenology, to awaken its dormant forces and redirect them. This is the aim of the present book: resourcement and reinvigoration. It is meant to be not only a reference work but also a guide for research and study. To restore the authentic vision of phenomenology, we propose returning to its foundational source in Husserl's project of a `universal science', unpacking all its creative capacities. In the three parts of this work there are traced the stages of this philosophy's progressive uncovering of the grounding levels of reality: ideal structures, constitutive consciousness, the intersubjective lifeworld, and beyond. The key concepts and phases of Husserl's thought are here exfoliated. Then the thought of the movement's classical figures and of representative thinkers in succeeding generations is elucidated. Phenomenology's geographic spread is reviewed. We then proceed to the culminating work of this philosophy, to the phenomenological life engagements so vigorously advocated by Husserl, to the life-significant issues phenomenology addresses and to how it has enriched the human sciences. Lastly the phenomenological project's new horizons on the plane of life are limned, horizons with so powerful a draw that they may be said not to beckon but to summon. Here is the movement's vanguard. This collection has 71 entries. Each entry is followed by a relevant bibliography. There is a helpful Glossary of Terms and an Index of Names
    Description / Table of Contents: PrefaceIntroduction. Phenomenology as the Inspirational Force of our Times: Its Seminal Intuitions and Dynamic -- Part One: Laying the Foundations of Phenomenology. 1. The Nascent Phase. 2. Laying the Foundations of Phenomenology. 3. The Efflorescence of Phenomenology: Its Classical Representatives -- Part Two: Expanding Horizons. 1. Reception: Interpretation, Assimilation and Elaboration around the World after the Second World War. 2. Further Inspirations and Probings, New Beginnings and Developments. 3. The Worldwide Spread of the Original Phenomenological Inspiration -- Part Three: Life-Engaged Phenomenology. 1. Phenomenology's Bringing Forth and Formulating Basic Life-Significant Issues. 2. Innovation in Life-Oriented Arenas. 3. From Theory to Life-Practice: Phenomenological Psychiatry. Toward New Horizons. From the Editor: Intrinsic Dynamisms and Untapped Resources of Phenomenology. Glossary of Terms -- Index of Names -- Bibliography of Analecta Husserliana.
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  • 27
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    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    ISBN: 9780306472015
    Language: English
    Pages: 1 Online-Ressource(XX, 250 p.)
    Edition: 1st ed. 2002.
    Series Statement: Mathematics Education Library 7
    Series Statement: Springer eBook Collection
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    Keywords: Philosophy and social sciences. ; Mathematics—Study and teaching . ; Education—Philosophy. ; Education ; Education Philosophy ; Mathematics ; Mathematikunterricht ; Mathematiklehrer
    Abstract: There is No More Safety in Numbers: A New Conception of Mathematics Teaching -- Mathematical Discussions -- Notations and Representations as Mediators of Constructive Processes -- Making Math Mean -- Treatment of Refutations: Aspects of the Complexity of a Constructivist Approach to Mathematics Learning -- Learning to Listen: A Student’s Understanding of Powers of Ten -- Understanding Students’ Beliefs About Probability -- A Constructivist Approach to Second Grade Mathematics -- The Constructivist Teaching Experiment: Illustrations and Implications -- Didactic Constructivism -- Two Layers of Constructivist Curricular Interaction.
    Abstract: Mathematics is the science of acts without things - and through this, of things one can define by acts. 1 Paul Valéry The essays collected in this volume form a mosaik of theory, research, and practice directed at the task of spreading mathematical knowledge. They address questions raised by the recurrent observation that, all too frequently, the present ways and means of teaching mathematics generate in the student a lasting aversion against numbers, rather than an understanding of the useful and sometimes enchanting things one can do with them. Parents, teachers, and researchers in the field of education are well aware of this dismal situation, but their views about what causes the wide-spread failure and what steps should be taken to correct it have so far not come anywhere near a practicable consensus. The authors of the chapters in this book have all had extensive experience in teaching as well as in educational research. They approach the problems they have isolated from their own individual perspectives. Yet, they share both an overall goal and a specific fundamental conviction that characterized the efforts about which they write here. The common goal is to find a better way to teach mathematics. The common conviction is that knowledge cannot simply be transferred ready-made from parent to child or from teacher to student but has to be actively built up by each learner in his or her own mind.
    Note: Includes bibliographical references
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  • 28
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    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    ISBN: 9780306468667
    Language: English
    Pages: 1 Online-Ressource(VIII, 400 p.)
    Edition: 1st ed. 2002.
    Series Statement: Philosophy and Medicine 60
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    Keywords: Medical ethics. ; Medicine—Philosophy. ; Ethics. ; Ontology. ; Bioethics. ; Ethics ; Ontology ; Philosophy (General) ; medicine Philosophy ; Medical ethics ; Aufsatzsammlung ; Mensch ; Körper ; Philosophie ; Organhandel
    Abstract: Persons and Their Bodies: Rights, Responsibilities, and the Sale of Organs -- Bodies and Persons: Ontological Questions -- Body and Soul in Greek Philosophy -- A Millian Perspective on the Relationship Between Persons and Their Bodies -- What Does It Mean To Be Somebody? Phenomenological Reflections and Ethical Quandaries -- An Orthodox Christian View of Persons and Bodies -- Natural Law and Natural Rights -- Personal Responsibility and Freedom in Health Care: A Contemporary Natural Law Perspective -- The Alienability of Lockean Natural Rights -- Inalienable Rights in the Moral and Political Philosophy of John Locke: A Reappraisal -- Metaphysical Quandaries and Moral Questions -- The Integrity of Body: Kantian Moral Constraints on the Physical Self -- Whose Body? What Body? The Metaphysics of Organ Transplantation -- The Impact of Biomedical Developments on the Legal Theory of the Mind-body Relationship -- The Body for Profit: Organ Sales and Moral Theory -- The Body for Fun, Beneficence, and Profit: A Variation on a Post-Modern Theme -- Despair, Desire, and Decision: A Fugal Response to Engelhardt -- The Sale of Organs and Obligations to One’s Body: Inferences from the Histoy of Ethics -- Persons and Their Bodies: Key Arguments and Contemporary Critiques -- The Integrity of the Body: Critical Remarks on a Persistent Theme in Bioethics -- The Commercialization of Human Body Parts: Public Policy Considerations.
    Abstract: Debate regarding organ sales is largely innocent of the history of thought on the matter. This volume seeks to remedy this shortcoming. Positions for or against a market in human organs are nested within moral intuitions, ontological or political theoretical premises, or understandings of special moral concerns, such as permissible uses of the body, which have a long history of analysis. The essays compass the views of Plato, Aristotle, Aquinas, Locke, Kant, Hegel, Mill and Christianity, as well as particular methodological approaches, such as the phenomenology of the body, natural law theory, legal theory and libertarian critique of legal theory. These discussions cluster a number of conceptually independent philosophical concerns: (1) What is the appropriate understanding of the relationship between persons and their bodies? (2) What does it mean to `own' an organ? (3) Do governments have moral authority to regulate how persons use their own body parts? (4) What are the costs and benefits of a market in human organs? Such questions are related by an urgent public health challenge: the considerable disparity between the number of patients who could significantly benefit from organ transplantation and the number of human organs available for transplantation. This volume explores the theoretical, normative, and historical foundations for alternative policies for procurement and transplantation of human organs.
    Note: Includes bibliographical references and index
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  • 29
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    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    ISBN: 9789401004329
    Language: English
    Pages: 1 Online-Ressource(XIX, 372 p.)
    Edition: 1st ed. 2002.
    Series Statement: Studies in Theoretical Psycholinguistics 29
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    Keywords: Psycholinguistics. ; Comparative linguistics. ; Germanic languages. ; Romance languages. ; Linguistics ; Comparative linguistics ; Germanic languages ; Psycholinguistics ; Romance languages
    Abstract: 1 Introdcution to Language Acquisition -- 2 The Acquisition of the Pronominal System in French The Production of Subject and Object Clitics -- 3 The Binding Principles and Acquisition Research -- 4 Romance Clitics and Binding -- 5 Two Experiments on Binding Effects With French Clitic Pronouns -- 6 Children’x Null Subjects and Infinitives -- 7 Theoretical Approaches to Infinitives and Null Subjects -- 8 Empirical Data and the Evaluation of the Approaches -- 9 Wh-Questions: Infinitives, Null Subjects and the Problem of Interpretation -- 10 Other Areas of Investigation: Negation and Late Argument Drop -- 11 Discourse Anchorage and the CP -- 12 Child Language: From Syntax to Discourse -- Notes -- References.
    Abstract: claim is that such morphological processes can be learnt without symbolization and innate knowledge. See Rumelhart and McClelland (1986) for the original model of past tense acquisition, Plunkett and Marchman (1993), Nakisa, Plunkett and Hahn (1996) and Elman et al. (1996) for developments and extensions to other morphological processes, and Marcus et al. (1992) and Pinker and Prince (1988) for criticism. One line of investigation supporting the view of language as a genetic endowment is closely linked to traditional research on language acquisition and argues as follows: If language is innate there must be phenomena that should be accessible from birth in one form or the other. Thus it is clear that the language of children, especially young children and preferably babies should be investigated. As babies unfortunately don't talk, the abilities that are available from birth must be established in ways different from the usual linguistic analysis. Psycholinguistic research of the last few years has shown that at the age of 4 and 8 months and even during their first week of life children already have important language skills. From the fourth day, infants distinguish their mother tongue from other languages. From the first months children prefer the sound of speech to 'other noise'. At the age of 4 months, infants prefer pauses at syntactic boundaries to random pauses.
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  • 30
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    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    ISBN: 9780306472251
    Language: English
    Pages: 1 Online-Ressource(V, 217 p.)
    Edition: 1st ed. 2002.
    Series Statement: Contemporary Trends and Issues in Science Education 11
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    Keywords: Science education. ; Learning. ; Instruction. ; Cognitive psychology. ; Software engineering. ; Science—Study and teaching. ; Learning, Psychology of. ; Education ; Software engineering ; Science Study and teaching ; Consciousness ; Biologie ; Wissensvermittlung ; Grafische Darstellung
    Abstract: Overviee of Knowledge Mapping -- The Nature of Biology Knowledge -- Knowing Biology -- Student Misconceptions in Biology -- Meaningful and Mindful Learning -- Language, Analogy, and Biology -- Using Concept Circle Diagramming as a Knowledge Mapping Tool -- Using Concept Mapping as a Knowledge Mapping Tool -- SemNet® Semantic Networking -- The Paradox of the Textbook.
    Abstract: Mapping Biology Knowledge addresses two key topics in the context of biology, promoting meaningful learning and knowledge mapping as a strategy for achieving this goal. Meaning-making and meaning-building are examined from multiple perspectives throughout the book. In many biology courses, students become so mired in detail that they fail to grasp the big picture. Various strategies are proposed for helping instructors focus on the big picture, using the `need to know' principle to decide the level of detail students must have in a given situation. The metacognitive tools described here serve as support systems for the mind, creating an arena in which learners can operate on ideas. They include concept maps, cluster maps, webs, semantic networks, and conceptual graphs. These tools, compared and contrasted in this book, are also useful for building and assessing students' content and cognitive skills. The expanding role of computers in mapping biology knowledge is also explored.
    Note: Includes bibliographical references and index
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  • 31
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    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    ISBN: 9789401003759
    Language: English
    Pages: 1 Online-Ressource(XX, 1250 p. 9 illus.)
    Edition: 1st ed. 2002.
    Series Statement: Springer International Handbooks of Education 8
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    Keywords: Educational policy. ; School management and organization. ; School administration. ; Education. ; Education and state. ; Education
    Abstract: 1 What Do You Call People With Visions? The Role of Vision, Mission, and Goals in School Leadership and Improvement -- 2 Leading for Change: Building Capacity for Learning -- 3 Conditions Fostering Educational Change -- 4 The Changing Context of School Leadership: Implications for -- 5 An Alternative Perspective of Educational Leadership for Change: Reflections on Native/Indigenous Ways of Knowing -- 6 Moving School Leadership Beyond Its Narrow Boundaries: Developing a Cross-Cultural Approach -- 7 Cross-Cultural Leadership and Communities of Difference: Thinking about Leading in Diverse Schools -- 8 The Role of Professional Learning Communities in International Education -- 9 The Role of School Governance in the Creation of School Community -- 10 Community as Curriculum -- 11 Cultural Isomorphs in Theories and Practice of School Leadership -- 12 Connecting School Leadership with Teaching, Learning, and Parenting in Diverse Cultural Contexts: Western and Asian Perspectives -- 13 Mission Integrity: Contemporary Challenges for Catholic School Leaders: Beyond the Stereotypes of Catholic Schooling -- 14 Lessons from Successful Leadership in Small Schools -- 15 School Leadership and Self-Assessment: Guiding the Agenda for Change -- 16 Boundary-breaking Leadership: A Must for Tomorrow’s Learning Communities -- 17 Leadership and School Results -- 18 Strategic Leadership and Cognition -- 19 Distributed Leadership -- 20 From Team Work to Teamwork in Education -- 21 Enhancing Knowledge in Organizations: Developing Capacity and Capability Through Learning and Leadership -- 22 Organizational Learning, Organizational Problem Solving, and Models of Mind -- 22 Introduction -- 23 Scenarios for Leadership and the Public Good in Education -- 24 Leadership Practices for Accountable Schools -- 25 Postmodern Expressions of Educational Leadership -- 26 School Choice and Educational Leadership: Rethinking the Future of Public Schooling -- 27 Teacher Leadership, Reflective Practice, and School Improvement -- 28 Leadership in Contexts of Diversity and Accountability -- 29 Leading Schools in a Data-Rich World -- 30 Leader Formation -- 31 Developing School Leaders: A Critical Review of Current Practices, Approaches, and Issues, and Some Directions for the Future -- 32 Emotions in Educational Administration: An Unorthodox Examination of Teachers’ Career Decisions -- 33 The Meaning of Mentoring: Notes on a Context for Learning -- 34 Leadership Development Models: Learning from Different Contexts -- List of Authors -- Name Index.
    Abstract: The first International Handbook of Educational Leadership and Administration (Leithwood et al.) was published in 1996 and quickly became something of a best seller for reference works within education. Such success, we suggest, was at least partly due to the unprecedented global waves of concern for improving schools launched in the mid 1980's, combined with a widespread belief in leadership as the single most powerful contribution to such improvement. The roots of this belief can be found in evidence produced by the early "effective schools" research, although there is a "romance" with leadership! as an explanation for success in many non-school enterprises, as well. During the two-year period during which this current handbook was being written, activity in the realms of school leadership, school improvement, and leadership development gained further momentum. The English government created its new National College of School Leadership, and several Asian nations announced new initiatives in leadership selection, preparation, and development.
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  • 32
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    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    ISBN: 9789401005623
    Language: English
    Pages: 1 Online-Ressource(XIII, 210 p.)
    Edition: 1st ed. 2002.
    Series Statement: Philosophical Studies Series 88
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    Keywords: Metaphysics. ; Philosophy of mind. ; Language and languages—Philosophy. ; Ontology. ; Philosophy. ; Philosophy (General) ; Metaphysics ; Ontology ; Linguistics Philosophy ; Philosophy of mind
    Abstract: 1 Pollyanna Realism and the Simple Theory -- 2 Why Colors are Not Physical Properties -- 3 Why Colors are Not Relational Properties -- 4 Identifying Colors: Relationally Specifying a Nonrelational Property -- 5 Colors, Dispositions, and Causal Powers -- 6 A Simple Theory of Normal Conditions -- 7 Animals, the Color Blind, and Far Away Places -- 8 Ecce Colores -- References 195 -- Index 203.
    Abstract: In Rediscovering Colors: A Study in Pollyanna Realism, Michael Watkins endorses the Moorean view that colors are simple, non-reducible, properties of objects. Consequently, Watkins breaks from what has become the received view that either colors are reducible to certain properties of interest to science, or else nothing is really colored. What is novel about the work is that Watkins, unlike other Mooreans, takes seriously the metaphysics of colors. Consequently, Watkins provides an account of what colors are, how they are related to the physical properties on which they supervene, and how colors can be causally efficacious without the threat of causal overdetermination. Along the way, he provides novel accounts of normal conditions and non-human color properties. The book will be of interest to any metaphysician and philosopher of mind interested in colors and color perception.
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  • 33
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    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    ISBN: 9780306481963
    Language: English
    Pages: 1 Online-Ressource(X, 270 p.)
    Edition: 1st ed. 2002.
    Series Statement: Contemporary Trends and Issues in Science Education 16
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    Keywords: Science education. ; Learning. ; Instruction. ; Educational technology. ; Physics. ; Chemistry. ; Learning, Psychology of. ; Astronomy. ; Science—Study and teaching. ; Education ; Chemistry ; Science Study and teaching ; Physics
    Abstract: General Introduction -- General Introduction -- Approaching Labwork: Frames and Tools -- Varieties of Labwork: A Way of Profiling Labwork Tasks -- Issues and Questions Regarding the Effectiveness of Labwork -- Talking Physics in Labwork Contexts - A Category Based Analysis of Videotapes -- Students’ Understanding of the Nature of Science and its Influence on Labwork -- Standard Labwork Based on Hands-on Experiments -- Modelling Activities of Students During a Traditional Labwork -- Students’ Intellectual Activities During Standard Labwork at Undergraduate Level -- A Laboratory-based Teaching Learning Sequence on Fluids: Developing Primary Student Teachers’ Conceptual and Procedural Knowledge -- Development and Evaluation of a Laboratory Course in Physics for Medical Students -- The Biology Textbook as a Source of Ideas about Scientific Knowledge and Experimental Activity -- Open-Ended Labwork -- The Role of Epistemological Information in Open-ended Investigative Labwork -- The Effectiveness of Mini-projects as a Preparation for Open-ended Investigations -- Data Interpretation Activities and Students’ Views of the Epistemology of Science during a University Earth Sciences Field Study Course -- Labwork and Data Handling -- The Use of Secondary Data in Teaching about Data Analysis in a First Year Undergraduate Biochemistry Course -- An Investigation of Teaching and Learning about Measurement Data and their Treatment in the Introductory Physics Laboratory -- Labwork Based on Integrated Use of New Information Technology -- Enhancing the Linking of theoretical Knowledge to Physical Phenomena by Real-time Graphing -- The Link of Theory and Practice in Traditional and in Computer-based University Laboratory Experiments -- Computer Tools in the Lab - Effects Linking Theory and Experiment -- Modelling in Geometrical Optics Using a Microcomputer -- Evolution of Students’ Reasoning about Microscopic Processes in Electrostatics under the Influence of Interactive Simulations.
    Abstract: Scope of the book There is an on-going debate regarding the role of labwork in science education, which dates back several decades and which illustrates the conviction and interest of teachers, researchers and policy-makers world-wide in the value of laboratory work for understanding science. This is evident in more recent books and studies regarding the laboratory, which mainly refer to countries with a considerable tradition in practical work in science education (Woolnough & Alsop 1985, Hodson 1993, Hegarthy-Hazel 1990, Wellington 2000). Yet in discussing research studies on labwork, several authors express their concern about its effectiveness in facilitating students' understanding of various aspects of scientific inquiry. They point out a comprehensive re-conceptualisation of the aims of labwork and, as a consequence, of investigating what the students actually learn in different contexts (Lazarowitz & Tamir 1994, Tobin & Tippins 1993, Lunetta 1998). It has also been argued that the relationship between instructional activities and student learning in labwork needs more attention than it has been given in science education research (Leach & Paulsen 1999). It appears that the case for research-based labwork emerges in several quarters in science education, particularly among researchers. This book presents and discusses a variety of laboratory practices and their effectiveness. The studies take into account recent theoretical developments and empirical results concerning students' understanding of scientific inquiry. A whole chapter is devoted to technological advances offering new learning opportunities for the students and teaching facilities for the teacher.
    Note: Includes bibliographical references and index
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  • 34
    ISBN: 9780306472213
    Language: English
    Pages: 1 Online-Ressource(XIII, 358 p.)
    Edition: 1st ed. 2002.
    Series Statement: Mathematics Education Library 21
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    Keywords: Learning. ; Instruction. ; Assessment. ; Teaching. ; Mathematics—Study and teaching . ; Learning, Psychology of. ; Educational tests and measurements. ; Teachers—Training of. ; Education ; Mathematics ; Teachers Training of ; Educational tests and measurements ; Aufsatzsammlung ; Erwachsenenbildung ; Mathematikunterricht ; Mathematikunterricht
    Abstract: Review of Research on Adults Learning Mathematics -- Review of Research on Adults Learning Mathematics -- Perspectives on Research on Adults Learning Mathematics -- Mathematics or Common Sense? Researching ‘Invisible’ Mathematics through Adults’ Mathematics Life Histories -- Researching Adults’ Knowledge Through Piagetian Clinical Exploration — the case of domestic work -- Understanding their Thinking: the tension between the Cognitive and the Affective -- Adults, Mathematics, Culture and Society -- Mathematics: Certainty in an Uncertain World? -- Ethnomathematics and Political Struggles -- Statistical Literacy: Conceptual and Instructional issues -- The roles of feelings and logic and their interaction in the solution of everyday problems -- Adults, Mathematics and Work -- Women, Mathematics and Work -- Technology, Competences and Mathematics -- Mathematics and the Vocational Education and Training System -- Perspectives in Teaching Adults Mathematics -- Algebra for Adult Students: the Student voices -- Exploration and Modelling in a University Mathematics Course: Perceptions of Adult Students -- Assessing Numeracy -- Adult Mathematics and Everyday Life: Building Bridges and Facilitating Learning ‘Transfer’ -- Teaching “not less than maths, but more”: an overview of recent developments in adult numeracy teacher development in England — with a sidelong glance at Australia -- Postscript: Some Thoughts on Paulo Freire’s Legacy for Adults Learning Mathematics.
    Abstract: At a time when the importance of lifelong education is becoming recognised around the world, this is the first book to explore an important but hitherto neglected area: adult mathematics education. This book is about adults learning mathematics wherever and in whatever circumstances they do so. It brings together researchers in the field and aims to lay the foundations for study and further research and practice in this fast-developing area. It aims to situate research and practice in adults learning mathematics within the wider field of lifelong learning and lifelong education and to be accessible both to the specialist and to the general adult reader. The book features a comprehensive review of the field which sets the scene for sections on: Perspectives on Research on Adults Learning Mathematics; Adults, Mathematics, Culture, and Society; Adults, Mathematics, and Work; and Perspectives in Teaching Adults Mathematics. Topics covered include: mathematics and common sense; statistical literacy and numeracy; new theories on learning mathematics; mathematical competences for the workplace; ethnomathematics; and the training of tutors.
    Note: Includes bibliographical references and index
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    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    ISBN: 9780306476839
    Language: English
    Pages: 1 Online-Ressource(XII, 276 p.)
    Edition: 1st ed. 2002.
    Series Statement: Mathematics Education Library 28
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    Keywords: Mathematics—Study and teaching . ; Professional education. ; Vocational education. ; Educational sociology. ; Education ; Mathematics ; Erwachsenenbildung ; Mathematikunterricht ; Mathematikunterricht ; Berufsbildung
    Abstract: Prelude -- What Counts as Mathematics? Institutions and Images -- Technology, Mathematucs, and industry -- Interlude -- Technologies of Power: Recontextualising Texts -- Technologies of Power: The Recontextualising Field -- Technologies of Power: Knowledge Production and Distribution -- Conclusion.
    Abstract: JÜRGEN MAASS & WOLFGANG SCHLÖGLMANN THEORY AND PRACTICE OF MATHEMATICS EDUCATION FOR ADULTS Our world is dominated by technological developments: The philosopher Heinz Hülsmann wrote that “Atom, Gen and Bit” are the three basic principles now (see Hülsmann, 1985). Each of the so-called new technologies is based upon mathematics: The first computer was built as a part of the Manhattan Project to calculate models of the atomic bomb. The human genome project uses computers very often to find out the structure of the genome. And computers are mathematical machines, materialised mathematics. Social organisations, companies, and not least governments use computers to process information. A precondition for this is to formalise the social or economical structure which “produces” the information. This formalisation is a type of mathematisation, too. The social and economical models of organisations or companies are a part of the process of mathematising the world. Last, but not least, mathematics is a part of everyday life and work. People handle money, buy things, do handywork at home (measure areas to paint, and so on). All together, mathematics is not only the basis for technology, economy, work and everyday life, but a part of our culture. It seems clear that everyone in our society should know more about this.
    Note: Includes bibliographical references (p. [237]-259) and index
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  • 36
    ISBN: 9780306480850
    Language: English
    Pages: 1 Online-Ressource(IV, 302 p.)
    Edition: 1st ed. 2002.
    Parallel Title: Erscheint auch als
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    Keywords: Learning. ; Instruction. ; Mathematics—Study and teaching . ; Learning, Psychology of. ; Education ; Mathematics ; Aufsatzsammlung ; Mathematikunterricht
    Abstract: There is More to Discourse than Meets the Ears: Looking at Thinking as Communicating to Learn More About Mathematical Learning -- Educational Forms of Initiation in Mathematical Culture -- Cultural, Discursive Psychology: A Sociocultural Approach to Studying the Teaching and Learning of Mathematics -- The Multiple Voices of a Mathematics Classroom Community -- “Can any Fraction be Turned into a Decimal?” A Case Study of a Mathematical Group Discussion -- The Mathematical Discourse of 13-Year-Old Partnered Problem Solving and Its Relation to the Mathematics That Emerges -- Making Mathematical Meaning Through Dialogue: “Once You Think of It, the Z Minus Three Seems Pretty Weird” -- From Describing to Designing Mathematical Activity: The Next Step in Developing a Social Approach to Research in Mathematics Education? -- Research on Discourse in the Mathematics Classroom: A Commentary.
    Abstract: The authors of this volume claim that mathematics can be usefully re-conceptualized as a special form of communication. As a result, the familiar discussion of mental schemes, misconceptions, and cognitive conflict is transformed into a consideration of activity, patterns of interaction, and communication failure. By equating thinking with communicating, the discursive approach also deconstructs the problematic dichotomy between "individual" and "social" research perspectives. Although each author applies his or her own analyses to the discourse generated by students and teachers grappling with mathematical problems, their joint aim is to put discursive research into the limelight and to spur thinking about its nature and its possible advantages and pitfalls. This volume is therefore addressed both to those interested in specific questions regarding classroom communication, and to those who are looking for a general conceptual lens with which to tackle the complexity of mathematical teaching and learning.
    Note: Includes bibliographical references , Reprinted from Educational studies in mathematics, v. 46, no. 1-3, 2001
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  • 37
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    Dordrecht : Springer Netherlands
    ISBN: 9789401004763
    Language: English
    Pages: Online-Ressource (IX, 224 p) , online resource
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Argumentation Library 7
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    Keywords: Philosophy (General) ; Genetic epistemology ; Philosophy ; Modern philosophy. ; Epistemology. ; Philosophy, modern ; Logic ; Religion—Philosophy. ; Knowledge, Theory of. ; Philosophy—History.
    Abstract: Contemporary developments in philosophy have declared truth as such troublesome, and not merely gaining access to it. In a systematic survey this study investigates what is at stake when truth is given up. A historical overview shows how the current problem of truth came about, and suggests ways to overcome rather than to repair the problem. A key issue resulting from the loss of truth is the lack of normativity. Truth provided an alternative understanding of normativity. Elaborating on the `dialectical shift' in logic, a dialogico-rhetorical understanding of normativity is presented. Rather than requiring truth, agreement, or rationality, dialogico-rhetorical normativity is the result of a balance of particular standards. This type of normativity is shaped within discussions - by advancing and accepting arguments - and is not located in sets of predetermined rules. The result is a `small' but strong form of normativity. If this understanding of normativity is viable, one of the central problems of contemporary philosophy, the problem of incommensurability, can be seen in a different light. As a result, truth reappears again. Surviving the postmodern criticisms, it is a matter of accountability rather than of description
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  • 38
    ISBN: 9789401709026
    Language: English
    Pages: Online-Ressource (VI, 303 p) , online resource
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Philosophy and Medicine 74
    Series Statement: Asian Studies in Bioethics and the Philosophy of Medicine 74
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    Keywords: Philosophy (General) ; Ethics ; Metaphysics ; Ontology ; Philosophy.
    Abstract: Is there only one bioethics? Is a global bioethics possible? Or, instead, does one encounter a plurality of bioethical approaches shaped by local cultural and national traditions? Some thirty years ago a field of applied ethics emerged under the rubric `bioethics'. Little thought was given at the time to the possibility that this field bore the imprint of a particular American set of moral commitments. This volume explores the plurality of moral perspectives shaping bioethics. It is inspired by Kazumasa Hoshino's critical reflections on the differences in moral perspectives separating Japanese and American bioethics. The essays include contributions from Hong Kong, China, Japan, Texas, the United States, Germany, Switzerland, and Italy. The volume offers a rich perspective of the range of approaches to bioethics. It brings into question whether there is unambiguously one ethics for bioethics to apply
    Description / Table of Contents: From the contents: Part I: Physician Virtue and National TraditionsPart II: Medical Technologies and National Bioethics -- Part III: Death, Culture, and Moral Difference -- Part IV: Global Bioethics and its Critics -- Notes on Contributors -- Index.
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  • 39
    ISBN: 9781402046766
    Language: English
    Pages: Online-Ressource (IX, 309 p) , online resource
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Methodos Series 1
    Series Statement: Methodos Series, Methodological Prospects in the Social Sciences 1
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Economics ; Science Philosophy ; Population ; Social sciences Methodology ; Philosophy and science. ; Population—Economic aspects. ; Sociology—Methodology. ; Science—Philosophy.
    Abstract: Empirical research often lacks theory. This book progressively works out a method of constructing models which can bridge the gap between empirical and theoretical research in the social sciences. This might improve the explanatory power of models. The issue is quite novel, and it benefited from a thorough examination of statistical and mathematical models, conceptual models, diagrams and maps, machines, computer simulations, and artificial neural networks. These modelling practices have been approached through different disciplines. The proposed method is partly inspired by reverse engineering. The standard covering law approach is abandoned, and classical induction restored to its rightful place. It helps to solve several difficulties which impact upon the social sciences today, for example how to extend an explanatory model to new phenomena, how to establish laws, and how to guide the choice of a conceptual structure. The book can be used for advanced courses in research methods in the social sciences and in philosophy of science
    Description / Table of Contents: List of AuthorsGeneral Introduction -- Part I: Statistical Modelling and the Need for Theory. Introduction to Part I. 1. The determinants of infant mortality: how far are conceptual frameworks really modelled?. 2. The role of statistical and formal techniques in experimental psychology. 3. Explanatory models in suicide research: explaining relationships. 4. Attitudes towards ethnic minorities and support for ethnic discrimination, A test of complementary models -- Part II: Computer Simulation and the Reverse Engineering Method. Introduction to Part II. 5. Computer simulation methods to model macroeconomics. 6. The explanatory power of Artificial Neural Networks. Conclusions of Part II -- Part III: Models and Theory. Introduction to Part III. 7. On modelling in human geography. 8. The explanatory power of migration models. 9. The role of models in comparative politics. 10. Elementary mathematical modelization of games and sports. Conclusions of Part III -- Part IV: Epistemological Landmarks. Introduction to Part IV. 11. Computer modelling of theory, explanation for the 21st century. 12. The logistic analysis of explanatory theories in archaeology. Conclusions of Part IV. General Conclusion -- Subject Index -- Name Index.
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  • 40
    ISBN: 9789401599467
    Language: English
    Pages: Online-Ressource (XXXI, 299 p) , online resource
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Higher Education Dynamics 2
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Industrial management ; Higher education. ; Education, Higher ; Political science. ; Management. ; Sociology. ; School management and organization. ; School administration.
    Abstract: The most comprehensive international discussion of higher education governance ever published, this volume presents a critical analysis of governance issues and reforms in nine countries, including Australia, Belgium, Canada, France, The Netherlands, Norway, Portugal, the United Kingdom, and the United States. The authors share a common view that higher education governance has become an important issue as systems and institutions struggle to deal with new external and internal demands, but each chapter presents a unique perspective in the analysis of national systems and recent reforms. The book draws together many of the leading international scholars in higher education to explore different theoretical perspectives and present new empirical evidence on system and institutional governance issues. In the concluding chapter, the common things emerging from these national perspectives are presented and analysed, and an agenda for future research is discussed
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  • 41
    ISBN: 9789401709408
    Language: English
    Pages: Online-Ressource (XVIII, 241 p) , online resource
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Social Indicators Research Series 9
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Endogenous growth (Economics) ; Quality of Life ; Economic growth. ; Quality of Life Research ; Social sciences ; Sociology. ; Economic development.
    Abstract: Scholars of different schools have extensively analyzed world systems as networks of communication under the fashionable heading `globalization.' Our collected new research pushes the argument one step further. Globalization is not a homogenization of all social life on earth. It is a heterogeneous process that connects the global and the local on different levels. To understand these contemporary developments this book employs innovative concepts, strategies of research, and explanations. Globalization is a metaphor for different borderstructures, new borderlines, and conditions of membership, which emerge in a global world-system. As a world-system expands it incorporates new territories and new peoples. The process of incorporation creates frontiers or boundaries of the world-system. These frontiers or boundary zones are the locus of resistance to incorporation, ethnogenesis, ethnic transformation, and ethnocide
    Description / Table of Contents: From the contents: ntroductionBorderlines in Time of Globalization: New Theoretical Perspective -- I: Reconceptionalizations of the Global: Borderlines in the World-System -- II: Defining Borderlines in the World-System: The Emergence of New Memberships -- III: The Global and the Local: The Collapse and Reconstruction of Borderlines -- Index -- Contributors.
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  • 42
    ISBN: 9789400708440
    Language: English
    Pages: Online-Ressource (IX, 199 p) , online resource
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Curriculum planning ; Mathematics ; Curriculums (Courses of study). ; Assessment. ; Educational tests and measurements ; International education . ; Comparative education. ; Education—Curricula. ; Mathematics—Study and teaching .
    Abstract: How are curriculum policies translated into opportunities to learn in the classroom? According to the Book presents findings from the largest cross-national study of textbooks carried out to date - the curriculum analysis of the 1995 Third International Mathematics and Science Study (TIMSS). This study included a detailed, page-by-page, inventory of the mathematics and science content, pedagogy, and other characteristics collected from hundreds of textbooks in over forty countries. Drawing on these data, the authors investigate the rhetorical and pedagogical features of textbooks to understand how they promote and constrain educational opportunities. They investigate how textbooks are constructed and how they structure diverse elements into prescriptions for teaching practice. The authors break new ground in understanding textbooks in terms of different educational opportunities that they make possible. The book examines policy implications from these new understandings. In particular, conclusions are offered regarding the role of textbooks in curriculum-driven educational reform, in light of their role as promoters of qualitatively distinct educational opportunities
    Description / Table of Contents: 1: Textbooks and Educational Opportunity2: Physical Features ofTextbooks -- 3: Textbook Structure -- 4: Content Presentation -- 5: Textbook Expectations for Performance -- 6: Textbook Lessons -- 7: A Holistic View ofTextbooks -- 8: Translating Policy into Practice 165 -- References 173 -- Appendix A TIMSS CURRICULUM FRAMEWORKS: MEASURING CURRICULAR ELEMENTS -- Appendix B LIST OF EXHIBITS -- The Authors.
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  • 43
    Online Resource
    Online Resource
    Dordrecht : Springer Netherlands
    ISBN: 9789401734356
    Language: English
    Pages: Online-Ressource (X, 261 p) , online resource
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Humanities ; Cultural heritage. ; History ; Library science ; Cultural property.
    Abstract: The names we give things colour the ways we perceive them. Those in a position to name hold the power to construct others' perceptions and realities. This book looks at the pervasive naming of information that libraries undertake as a matter of course through representation of subjects. It examines the 19th century foundations, current standards, and canonical application of internationally used classification (Melvil Dewey and his decimal scheme) and subject headings (Charles Cutter and the Library of Congress Subject Headings). A feminist poststructural critique is used to reveal the presumption that these standards are universally applicable even though their marginalizations and exclusions are well-documented. The book will be of interest to librarians, information scholars and professionals, researchers interested in representation and the construction of meaning, and anyone who uses a library
    Description / Table of Contents: Preface1. Naming is Power -- 2. Armies, Railroads and Procrustean Beds -- 3. The Iterability of the Public and Efficiency -- 4. The Authority to Name -- 5. Ite/Arating Women -- 6. Toward Eccentric Techniques -- Notes -- Index.
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  • 44
    Online Resource
    Online Resource
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    ISBN: 9780306475603
    Language: English
    Pages: 1 Online-Ressource(XVI, 279 p.)
    Edition: 1st ed. 2002.
    Series Statement: Innovations in Science Education and Technology 14
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    RVK:
    RVK:
    Keywords: Assessment. ; Science education. ; School management and organization. ; School administration. ; Educational tests and measurements. ; Science—Study and teaching. ; Education ; Science Study and teaching ; Educational tests and measurements ; USA ; Technische Bildung
    Abstract: What Does the Future Have in Store for the Evaluation of Science and Technology Education? -- What Role Should TIMSS Play in the Evaluation of U.S. Science Education? -- Evaluating Systemic Reform -- Musings on Science Program Evaluation in an Era of Educational Accountability -- Assessment Reform -- Evaluation of Information Technology -- Complementary Approaches to Evaluating Technology in Science Teacher Education -- Evaluation of Science Teaching Performance through Coteaching and Cogenerative Dialoguing -- Evaluating Science Inquiry -- Distance Learning in Science Education.
    Abstract: "James Altschuld, David Kumar, and their chapter authors have produced an upbeat, provocative, visionary, and useful volume on educational evaluation. Of special utility is its grounding in issues and practices relating to evaluations of science and technology education. The book should appeal and be useful to a wide range of persons involved in evaluations of educational policy, programs, and (less so) science teachers. These persons include science and technology education experts, educational policymakers, officials of the National Science Foundation, school administrators, classroom teachers, evaluation instructors, evaluation methodologists, practicing evaluators, and test developers, among others. Contents reflecting international studies of curriculum, evaluation of distance education, and evaluation of technology utilization in Australian schools, as well as evaluations in America should make the book appealing to an international audience. Moreover, it provides a global perspective for assessing and strengthening educational evaluation in the US." Daniel L. Stufflebeam, Professor of Education and Director of the Evaluation Center, Western Michigan University For contents, contributors and a free preview: www.new-in-education.com.
    Description / Table of Contents: ""Contents""
    Note: Includes bibliographical references and index
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  • 45
    ISBN: 9780306472237
    Language: English
    Pages: 1 Online-Ressource(VII, 278 p.)
    Edition: 1st ed. 2002.
    Series Statement: Mathematics Education Library 22
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    RVK:
    Keywords: Learning. ; Instruction. ; Mathematics—Study and teaching . ; Artificial intelligence. ; Mathematics. ; History. ; Learning, Psychology of. ; Education ; Artificial intelligence ; Mathematics_$xHistory ; Mathematics ; Algebra ; Mathematikunterricht
    Abstract: Approaches to Algebra -- The Historical Origins of Algebraic Thinking -- The Production of Meaning for Algebra: A Perspective Based on a Theoretical Model of Semantic Fields -- A Model for Analysing Algebraic Processes of Thinking -- The Structural Algebra Option Revisited -- Transformation and Anticipation as Key Processes in Algebraic Problem Solving -- Historical-Epistemological Analysis in Mathematics Education: Two Works in Didactics of Algebra -- Curriculum Reform and Approaches to Algebra -- Propositions Concerning the Resolution of Arithmetical-Algebraic Problems -- Beyond Unknowns and Variables - Parameters and Dummy Variables in High School Algebra -- From Arithmetic to Algebraic Thinking by Using a Spreadsheet -- General Methods: A Way of Entering the World of Algebra -- Reflections on the Role of the Computer in the Development of Algebraic Thinking -- Symbolic Arithmetic vs Algebra the Core of a Didactical Dilemma.
    Abstract: This book confronts the issue of how young people can find a way into the world of algebra. The contributions represent multiple perspectives which include an analysis of situations in which algebra is an efficient problem-solving tool, the use of computer-based technologies, and a consideration of the historical evolution of algebra. The book emphasises the situated nature of algebraic activity as opposed to being concerned with identifying students' conceptions in isolation from problem-solving activity. The chapters emerged from a working group of the International Group for the Psychology of Mathematics Education. The authors are drawn from an international community and the work highlights the differences in school algebra around the world. The group invited Nicolas Balacheff to write a provocative postscript and he suggests that `there is no possible entrance to the world of algebra without a strong push or guidance from the teacher, because there is no natural passage from the problématique accessible from the child's world to the mathematical problématique'.
    Note: Includes bibliographical references and index
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  • 46
    Online Resource
    Online Resource
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    ISBN: 9780306475887
    Language: English
    Pages: 1 Online-Ressource(XXIII, 198 p.)
    Edition: 1st ed. 2002.
    Series Statement: Language Policy 1
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Language and education. ; Social sciences. ; Social psychology. ; Sociolinguistics. ; Personality. ; Sociology—Methodology. ; Language and languages—Study and teaching. ; Difference (Psychology). ; Education ; Sociolinguistics ; Language and languages ; Social sciences Methodology ; Israel ; Araber ; Arabisch ; Sprachunterricht
    Abstract: The Arabs in Israel -- The Linguistic Repertoire -- Policy and Teaching Arabic as a Mother Tongue -- Policy and Teaching Hebrew as a Second Language -- Policy and Teaching English as a First Foreign Language -- Policy and Teaching French as a Second Foreign Language -- Language Attitudes and Ideologies. .
    Abstract: In this book we will explore in more detail some aspects of the Arab-Jewish divide, which raise fundamental questions regarding the place of the Arabs and Arab language education in the Jewish State. More specifically, the aim of this book is to describe and analyze language education in the Arab society in Israel from the establishment of the state in 1948 until today. For this purpose, internal processes, which are embedded within the Arab population itself were examined, such as the socio-economic condition of the population, the diglossic situation in the Arabic language, and the wide use of Hebrew among Arabic speakers. Furthermore, the book also deals with external processes such as the policy of control and inspection of the Ministry of Education over the Arab education system in general and on language education in particular, the dominance of Hebrew, and the definition and perception of Israel as a Jewish State. The influence of both internal and external processes on language education and learning achievements will also be extensively discussed.
    Note: Includes bibliographical references and indexes
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  • 47
    ISBN: 9789401004626
    Language: English
    Pages: 1 Online-Ressource(XIII, 1106 p.)
    Edition: 1st ed. 2002.
    Series Statement: Springer International Handbooks of Education 7
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Medical education. ; Education. ; Education ; Medical Education
    Abstract: 1 The Experimental Tradition -- 2 Qualitative Methods -- 3 Psychometric Methods -- 4 Program Evaluation -- 5 The Psychology of Learning -- 6 Clinical Reasoning -- 7 Medical Decision Making -- 8 Individual Differences in Cognitive Style, Learning Style and Instructional Preference in Medical Education -- 9 Critical Thinking and Critical Appraisal -- 10 Student Selection -- 11 Transitions in Basic Medical Science Teaching -- 12 Medical Student Clinical Education -- 13 Postgraduate Education -- 14 Continuing Medical Education -- 15 The Role of the Teacher-Learner Relationship in Medical Education -- 16 Simulations Used to Teach Clinical Skills -- 17 Computers in Medical Education -- 18 Distance Education and the Health Professions -- 19 Problem-Based Learning -- 20 Assessment of Knowledge with Written Test Forms -- 21 Clinical Performance Assessments -- 22 Assessment of Non-Cognitive Factors -- 23 The Use of Computers in Assessment -- 24 Assessment of Clinical Performance: In-Training Evaluation -- 25 Combining Tests and Setting Standards -- 26 Licensure and Certification -- 27 Relicensure, Recertification and Practice-Based Assessment -- 28 Managing the Curriculum and Managing Change -- 29 Faculty Development for Curricular Implementation -- 30 Effective Leadership for Curricular Change -- 31 Professional Caring in the Curriculum -- 32 Disseminating Educational Research and Implementing Change in Medical Educational Environments -- 33 Achieving Large-Scale Change in Medical Education -- List of Authors.
    Abstract: GEOFF NORMAN McMaster University, Hamilton, Canada CEES VAN DER VLEUTEN University of Maastricht, Netherlands DA VID NEWBLE University of Sheffield, England The International Handbook of Research in Medical Education is a review of current research findings and contemporary issues in health sciences education. The orientation is toward research evidence as a basis for informing policy and practice in education. Although most of the research findings have accrued from the study of medical education, the handbook will be useful to teachers and researchers in all health professions and others concerned with professional education. The handbook comprises 33 chapters organized into six sections: Research Traditions, Learning, The Educational Continuum, Instructional Strategies, Assessment, and Implementing the Curriculum. The research orientation of the handbook will make the book an invaluable resource to researchers and scholars, and should help practitioners to identify research to place their educational decisions on a sound empirical footing. THE FIELD OF RESEARCH IN MEDICAL EDUCAnON The discipline of medical education began in North America more than thirty years ago with the founding of the first office in medical education at Buffalo, New York, by George Miller in the early 1960s. Soon after, large offices were established in medical schools in Chicago (University of Illinois), Los Angeles (University of Southern California) and Lansing (Michigan State University). All these first generation offices mounted master's level programs in medical education, and many of their graduates went on to found offices at other schools.
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  • 48
    Online Resource
    Online Resource
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    ISBN: 9780306476747
    Language: English
    Pages: 1 Online-Ressource(IX, 248 p.)
    Edition: 1st ed. 2002.
    Series Statement: Mathematics Education Library 27
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Learning. ; Instruction. ; Cross-cultural psychology. ; Mathematics—Study and teaching . ; Learning, Psychology of. ; Ethnopsychology. ; Education ; Mathematics ; Applied psychology ; Informatikunterricht
    Abstract: Editors’ Prelude Researching Mathematics Learning: The Need for a New Approach -- Mathematics Learners in Transition -- Immigrant Children Learning Mathematics in Mainstream Schools -- The Transition Experience of Immigrant Secondary School Students: Dilemmas and Decisions -- Thinking About Mathematical Learning with Cabo Verde Ardinas -- Exploring Ways Parents Participate in Their Children’s School Mathematical Learning: Cases Studies in Multiethnic Primary Schools -- Transitions between Home and School Mathematics: Rays of Hope Amidst the Passing Clouds -- Editors’ Interlude Theoretical Orientations to Transitions -- Towards a Cultural Psychology Perspective on Transitions between Contexts of Mathematical Practices -- Mathematical Acculturation, Cultural Conflicts, and Transition -- Shifts in Meaning During Transitions -- Editors’ Postlude The Sociocultural Mediation of Transition.
    Abstract: This book focuses attention on mathematics learners in transition and on their practices in different contexts; on the institutional and socio-cultural framing of the transition processes involved; and on the communication and negotiation of mathematical meanings during transition. The book offers both empirical studies and significant theoretical reflections from a socio-cultural perspective, with the aim of providing the bases for the development of more socially and culturally responsive mathematics learning environments. It will appeal to researchers and postgraduate students in the fields of mathematics education, cultural psychology, multicultural education, immigrant and indigenous education.
    Description / Table of Contents: ""CONTENTS""
    Note: Includes index
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  • 49
    Online Resource
    Online Resource
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    ISBN: 9780306479588
    Language: English
    Pages: 1 Online-Ressource(XIX, 364 p.)
    Edition: 1st ed. 2002.
    Series Statement: Mathematics Education Library 31
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Learning. ; Instruction. ; Mathematics—Study and teaching . ; Education. ; Learning, Psychology of. ; Education ; Mathematics ; Teachers Training of ; Aufsatzsammlung ; Mathematikunterricht ; Überzeugung ; Überzeugung ; Mathematikunterricht
    Abstract: Setting the Scene -- Beliefs: Conceptualization and Measurement -- Framing Students’ Mathematics-Related Beliefs -- Rethinking Characterizations of Beliefs -- Affect, Meta-Affect, and Mathematical Belief Structures -- Mathematical Beliefs — A Search for a Common Ground: Some Theoretical Considerations on Structuring Beliefs, Some Research Questions, and Some Phenomenological Observations -- Measuring Methematical Beliefs and Their Impact on the Learning of Mathematics: A New Approach -- Synthesis — Beliefs and Mathematics Education: Implications for Learning, Teaching, and Research -- Teawchers’ Beliefs -- Mathematics Teacher Change and Developments -- Mathematics Teachers’ Beliefs and Experiences with Innovative Curriculum Materials -- A Four Year Follow-Up Study of Teachers’ Beliefs After Participating in a Teacher Enhancement Project -- Belief Structure and Inservice High School Mathematics Teacher Growth -- Participation and Reification in Learning to Teach: The Role of Knowledge and Beliefs -- A Study of the Mathematics Teaching Efficacy Beliefs of Primary Teachers -- Situating Research on Mathematics Teachers’ Beliefs and on Change -- Students’ Beliefs -- Beliefs About Mathematics and Mathematics Learning in the Secondary School: Measurement and Implications for Motivation -- “The Answer is Really 4.5”: Beliefs About Word Problems -- Beliefs About the Nature of Mathematics in the Bridging of Everyday and School Mathematical Practices -- Beliefs and Norms in the Mathematics Classroom -- Intuitive Beliefs, Formal Definitions and Undefined Operations: Cases of Division by Zero -- Implications of Research on Students’ Beliefs for Classroom Practice.
    Abstract: The twenty chapters in this book all focus on aspects of mathematical beliefs, from a variety of different perspectives. Current knowledge of the field is synthesized and existing boundaries are extended. The book is divided into three, partly overlapping, sections. The first concentrates on conceptualizations and measurement of beliefs, the second on research about teachers' beliefs, and the third on facets of students' beliefs about mathematics. A diversity of instruments is used for data collection, including surveys, interviews, observations, and essay writing, as well as more innovative approaches. The volume is intended for researchers in the fleld, as well as for mathematics educators teaching the next generation of students. The book is also useful for those working in other subject disciplines, since many of the themes explored have relevance well beyond mathematics education.
    Description / Table of Contents: ""TABLE OF CONTENTS""
    Note: Includes bibliographical references and index
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  • 50
    Online Resource
    Online Resource
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    ISBN: 9780306479847
    Language: English
    Pages: 1 Online-Ressource(X, 157 p.)
    Edition: 1st ed. 2002.
    Series Statement: Philosophy and Education 11
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    RVK:
    Keywords: Philosophy and social sciences. ; Education—Philosophy. ; Philosophy (General) ; Education Philosophy ; Pädagogik ; Forschung ; Erziehungsphilosophie
    Abstract: and Overview -- Positivism and the Old Divides -- Two Dogmas of Educational Research -- The Quantitative Qualitative Dogma, the Incompatibility Thesis, and the Pragmatic Alternative -- The Persistence of the Fact/Value Dogma: A Characterization and Critique of the “Received View” -- Interpretivism and the New Divides -- The Interpretive Turn -- The Constructivist Turn -- On the Threat of Epistemological Bias -- Ethical and Political Frameworks -- The Interpretive Turn and Research Ethics -- Toward Democratic Educational Research.
    Abstract: The issues I treat in this book—qualitative versus quantitative methods, facts versus values, science versus politics, subjectivity versus objectivity, postm- ernism versus pragmatism, to name a few—are at the core of a lively, sometimes divisive, conversation that has been unfolding in the theory and practice of e- cational research for some time. These issues fall squarely within the province of philosophy, and thus philosophical investigation has an especially useful contribution to make. But these issues are by no means the exclusive province of philosophy; they are ones in which a diverse group of educational theorists have had a keen interest and about which they have had important things to say. The conversation I hope to join—and to move forward—is this broad and inclusive one. Philosophy of education is at its best when it dives headlong into the fray. The book borrows liberally from my previously published work, but is far from a simple compilation. The ideas developed in Chapter 7, “On the Threat of Epistemological Bias,” are new. The ideas developed in Chapter 9, “Toward Democratic Educational Research,” are a significant extension of the application of similar ideas to evaluation research. The ideas developed in Chapter 4, “The Persistence of the Fact/Value Dogma,” are in a form and at a level of detail not published before. Finally, Chapter 1, “Introduction and Overview,” weaves together my thinking on a large array of issues on educational research methodology that had only been loosely connected before.
    Note: Includes bibliographical references (p. 145-155)
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  • 51
    Online Resource
    Online Resource
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    ISBN: 9780306480447
    Language: English
    Pages: 1 Online-Ressource(IV, 220 p.)
    Edition: 1st ed. 2002.
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
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    Keywords: Criminology. ; Commercial law. ; Political science. ; Private international law. ; Conflict of laws. ; Finance. ; Comparative law. ; International law. ; Criminology ; Banks and banking ; Comparative law ; Aufsatzsammlung ; Finanzierung ; Terrorismus
    Abstract: Editorial: The Financing of Terrorism — Criminal and Regulatory Reform -- Editorial: The Financing of Terrorism — Criminal and Regulatory Reform -- Articles -- Globalization, Terrorist Finance, and Global Conflict: Time for a White List? -- How Can Sound Customer Due Diligence Rules Help Prevent the Misuse of Financial Institutions in the Financing of Terrorism? -- Financing of Terrorism — A Predicate Offence to Money Laundering? -- Obstacles in Company Law to Anti-Money Laundering International Co-Operation in European Union Member States -- Terrorist Finance, Money Laundering and the Rise and Rise of Mutual Evaluation: A New Paradigm for Crime Control? -- Financing of Terrorism: Following the Money -- Documentation -- FATF Cracks Down on Terrorist Financing -- FATF Special Recommendations on Terrorist Financing -- Financial Action Task Force Guidance for Financial Institutions in Detecting Terrorism -- International Convention for the Suppression of the Financing of Terrorism -- Council Common Position of 27 December 2001 on the Application of Specific Measures to Combat Terrorism -- Council Common Position of 27 December 2001 on combating terrorism -- Customer Due Diligence for Banks -- Wolfsberg Group Pledges Anti-Terrorism Support -- The Suppression of the Financing of Terrorism — Wolfsberg Statement.
    Abstract: In declaring the war against terrorism President George W. Bush also declared war on the financing of terrorism. The call to arms has been complemented by a concerted effort world-wide to track down and freeze the assets of suspected terrorists and financial institutions have risen to these challenges over the last year contributing their expertise gathered mostly through techniques to combat money laundering. In this book bankers, regulators and academics pose a variety of questions from their individual perspectives: To what extent are new laws really new? What can financial institutions realistically contribute to the suppression of terrorist financing? Can individual rights be protected in these circumstances? These questions are analysed by experts who come up with some thought provoking answers.
    Note: "Partly reprinted from European journal of law reform, vol. 4, no. 2, 2002
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  • 52
    Online Resource
    Online Resource
    Dordrecht : Springer Netherlands
    ISBN: 9789401715218
    Language: English
    Pages: Online-Ressource (XX, 321 p) , online resource
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Synthese Library, Studies in Epistemology, Logic, Methodology, and Philosophy of Science 312
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Philosophy (General) ; Linguistics Philosophy ; Science Philosophy ; Philosophy and science. ; Logic ; Artificial intelligence ; Mathematical physics. ; Language and languages—Philosophy. ; Science—Philosophy.
    Abstract: In this book, Veikko Rantala makes a systematic attempt to understand cognitive characteristics of translation by bringing its logical, pragmatic and hermeneutic features together and examining a number of scientific, logical, and philosophical applications. The notion of translation investigated here is called explanatory, but it is not a translation in the standard sense of the word since it admits of conceptual change. Such translations can take various degrees of precision, and therefore they can occur in contexts of different kinds: from everyday discourse to literary texts to scientific change. The book generalizes some earlier approaches to translation, especially the one presented in David Pearce's monograph Roads to Commensurability. Rantala argues that the notion has something in common with Thomas Kuhn's earlier conception of scientific change and his views of language learning, but it can be used to go beyond Kuhn's well-known ideas and challenge his criticism concerning the import of the correspondence relation
    Description / Table of Contents: Preface. IntroductionPart One: The Pragmatics and Hermeneutics of Conceptual Change. 1. Prologue: The Correspondence Principle. 2. Translation. 3. Examples and Applications of Local Translation. 4. Global Translation -- Part Two: The Logic and Pragmatics of Scientific Change. 5. The Correspondence Relation. 6. Intertheoretic Explanation. 7. Case Studies -- Part Three: The Formal Basis of the Correspondence Relation. 8. Theories and Logics. 9. A Formal Treatment of Case Studies -- Appendix: Definability. Notes. Bibliography. Name Index. Subject Index.
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  • 53
    ISBN: 9780306473722
    Language: English
    Pages: 1 Online-Ressource (XVI, 426 p)
    Edition: 1st ed. 2002
    Series Statement: The Springer Series on Demographic Methods and Population Analysis
    Parallel Title: Printed edition
    Parallel Title: Printed edition
    Parallel Title: Printed edition
    DDC: 304.6
    Keywords: Demography ; Population ; Sociology ; Public health ; Environmental management ; Statistics 
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  • 54
    ISBN: 9780306475139
    Language: English
    Pages: 1 Online-Ressource (VI, 450 p)
    Edition: 1st ed. 2002
    Series Statement: Social Indicators Research Series 11
    Parallel Title: Printed edition
    Parallel Title: Printed edition
    Parallel Title: Printed edition
    DDC: 301
    Keywords: Sociology ; Quality of life ; Political science ; Übersichtsarbeit ; Aufsatzsammlung
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  • 55
    Online Resource
    Online Resource
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    ISBN: 9780306472367
    Language: English
    Pages: 1 Online-Ressource(XV, 250 p.)
    Edition: 1st ed. 2002.
    Series Statement: Mathematics Education Library 4
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Philosophy and social sciences. ; Mathematics—Study and teaching . ; Anthropology. ; Education—Philosophy. ; Education ; Education Philosophy ; Mathematics ; Anthropology ; Mathematikunterricht
    Abstract: Activity Theory -- Mathematics as a Language -- Learning from Anthropology -- Learning from Psychology -- Politicising Mathematics Education.
    Abstract: The development of knowledge is never easy. One doesn’t want to go over old ground again, but yet one needs to establish the new in the context of the old. One is also anxious about the novelty of the ideas are they new enough, or are they too ‘way out’ to be acceptable? In some fields perhaps these criteria are less important than in others. In education, I sense that ‘novelty’ is a tricky criterion, varying in value from society to society. In some societies the new ideas have to justify their adoption in the face to the old, tried and tested ideas. (Better the devil you know than the devil you don’t!) In other societies the old ways have to justify their continuation in the face of the new, promising and exciting ideas. (I can’t find a good proverb for this! Perhaps proverbs are all about preserving the past?) In any case, some people will argue, there is nothing new to be said about education anyway the problems are the same and it is only the context which changes. Mellin Olsen develops the reader’s knowledge through this book in ways that are both novel and challenging. Their novelty is not in question, judging by reactions to them which vary from “they have nothing to do with mathematics education” to “they concern everything that is done in mathematics education”.
    Note: Includes bibliographical references (p. 232-240) and index
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  • 56
    Online Resource
    Online Resource
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    ISBN: 9789401002974
    Language: English
    Pages: 1 Online-Ressource(XXI, 258 p.)
    Edition: 1st ed. 2002.
    Series Statement: Philosophical Studies Series 90
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Philosophy. ; Ontology. ; Metaphysics. ; Pragmatism. ; Philosophy of nature. ; Philosophy—History. ; Philosophy (General) ; Metaphysics ; Ontology ; Philosophy of nature ; Pragmatism
    Abstract: 1: SOME KEY MOMENTS IN THE HISTORY OF THE CONCEPT OF CAUSATION -- 2: CONTEMPORARY APPROACHES TO CAUSATION -- 3: PEIRCE ON FINAL CAUSATION -- 4: FINAL CAUSES AND NATURAL GLASSES -- 5: THE RIDDLE OF SEMEIOTIC CAUSATION -- 6: A SEMEIOTIC ACCOUNT OF CAUSATION -- Notes.
    Abstract: From Cause to Causation presents both a critical analysis of C.S. Peirce's conception of causation, and a novel approach to causation, based upon the semeiotic of Peirce. The book begins with a review of the history of causation, and with a critical discussion of contemporary theories of the concept of `cause'. The author uncovers a number of inadequacies in the received views of causation, and discusses their historical roots. He makes a distinction between "causality", which is the relation between cause and effect, and causation, which is the production of a certain effect. He argues that, by focusing on causality, the contemporary theories fatally neglect the more fundamental problem of causation. The author successively discusses Peirce's theories of final causation, natural classes, semeiotic, and semeiotic causation. Finally, he uses Peirce's semeiotic to develop a new approach to causation, which relates causation to our experience of signs.
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  • 57
    Online Resource
    Online Resource
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    ISBN: 9780306476426
    Language: English
    Pages: 1 Online-Ressource(XII, 429 p.)
    Edition: 1st ed. 2002.
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Assessment. ; Science education. ; International education . ; Comparative education. ; Mathematics—Study and teaching . ; Educational tests and measurements. ; Science—Study and teaching. ; Comparative Education ; Education ; Mathematics ; Science Study and teaching ; Educational tests and measurements ; Aufsatzsammlung ; Mathematikunterricht ; Schulleistungsmessung ; Internationaler Vergleich ; Naturwissenschaftlicher Unterricht ; Schulleistungsmessung ; Internationaler Vergleich
    Abstract: TIMSS in Context: Asessment, Monitoring, and Moving Targets -- TIMSS: A Brief Overview of The Study -- Focus on Mathematics -- Analyzing Student Responses in Mathematics Using Two-digit Rubrics -- From SIMS to TIMSS: Trends in Students’ Achievement in Mathematics -- The Impact of Timss on the Mathematics Standards Movement in The United States -- TIMSS Mathematics Results: A Japanese Perspective -- Timss, Common Sense, and the Curriculum -- Advanced Mathematics: Curricula and Student Performance -- Focus on Science -- Exploring Population 2 Students’ Ideas About Science -- Science Achievement: A Czech Perspective -- Timss Science Results for Hong Kong: An Ailing Dragon with a British Legacy -- Science Achievement: A Russian Perspective -- Timss Science Results Seen from A Nordic Perspective -- Focus on Cross-Curricular Issues -- Separating School, Classroom, and Student Variances and Their Relationship to Socio-economic Status -- On the Relationship Between Mathematics and Science Achievement in the United States -- Students’ Attitudes and Perceptions -- Analyzing Gender Differences for High-achieving Students on Timss -- Investigating Correlates of Mathematics and Science Literacy in the Final Year of Secondary School -- Indicators of ICT in Mathematics: Status and Covariation with Achievement Measures -- Extra-school Instruction in Mathematics and Science -- Teachers’ Sources and Uses of Assessment Information -- Focus on Methodology -- Extending the Application of Multilevel Modeling to Data from TIMSS -- Application of the Scale Anchoring Method to Interpret the TIMSS Achievement Scales -- Effects of Adaptations on Comparability of Test Items and Test Scores -- Conclusion -- A Look Back at TIMSS: What Have We Learned About International Studies?.
    Abstract: Researchers who participate in IEA studies have a unique opportunity to work collaboratively with their counterparts from many different countries and disciplinary backgrounds over a period of several years on questions of shared academic interest. Once the data for a given study have been collected and the first round of international reports published, however, opportunities for that kind of collaboration tend to be much less frequent. A major strength of IEA studies compared to other large-scale, international studies is that they are classroom based, thereby making it possible for researchers and policy makers to investigate linkages between students’ achievement and a wide range of variables. Those variables could be related to instructional practices, to students’ and teachers’ background and attitudes, to school organizational patterns, or to opportunity to learn, to name a few. The research questions that TIMSS was designed to address make it clear that these kinds of relational, multi-variate analyses were among the major goals of the project. The international reports of the TIMSS–95 results that were published by the International Study Center at Boston College between 1996 and 1999 were intended to provide comprehensive coverage of the basic findings of the study. They were not intended to provide in-depth analyses of research and policy issues; instead, their main purpose was to make the basic findings of the study widely available in a timely manner. This they certainly did.
    Note: Includes bibliographical references and index
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  • 58
    Online Resource
    Online Resource
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    ISBN: 9780306475115
    Language: English
    Pages: 1 Online-Ressource(V, 250 p.)
    Edition: 1st ed. 2002.
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Art education. ; Curriculums (Courses of study). ; Education—Curricula. ; International education . ; Comparative education. ; Art—Study and teaching. ; Education ; Comparative Education ; Curriculum planning ; Kunsterziehung ; Aufsatzsammlung ; Musikerziehung ; Aufsatzsammlung ; Kindersoziologie ; Kunst
    Abstract: Context Interlude -- Children’s Contextual Art Knowledge: Local Art and School Art Context Comparisons -- What’s to be Learned? Comments on Teaching Music in the World and Teaching World Music at Home -- Becoming Japanese: Manga, Childern’s Drawings, and the Construction of National Character -- The Musical Cultures of Children -- Playing the Music — Comparing Performance of Children’s Song and Dance in Traditional and Contemporary Namibian Education -- Development Interlude -- We Begin as Poets -- Constructing an Artistic Self: A Cultural Perspective -- Early Childhood Musical Development -- Drawing Together: Peer Influence in Preschool-Kindergarten Art Classes -- Fictional Worlds and the Real World in Early childhood Drama Education -- Curriculum Interlude -- What We Teach is Who We are: The Stories of Our Lives -- School Art as a Hybrid Genre: Institutional Contexts for Art Curriculum -- Early Childhood Literacy Education, Wakefulness, and the Arts -- Pleasure, Creativity, and the Carnivalesque in Children’s Video Production -- Music Technology and the Young Child.
    Abstract: Advocates for the arts have contributed significantly to the philosophy and practice of early and elementary education throughout its history. Yet the nature, value, and purpose of arts experiences in the lives of children seem to remain puzzling and problematic to those most directly involved in teaching the young. Conversations between scholars and teacher educators in the arts and in education occur all too infrequently. Seventeen authors, whose work represents the best of contemporary research and theory on a constellation of issues concerning the role of the arts in children's lives and learning, address critical issues of development, context, and curriculum from perspectives informed by work with children in formal and informal settings. This anthology strives to reinvigorate dialogue on the role and significance of the arts in the education of children drawing on various cultural and institutional context and traditional and contemporary practices from different parts of the world.
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  • 59
    Online Resource
    Online Resource
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    ISBN: 9780306475610
    Language: English
    Pages: 1 Online-Ressource(VI, 164 p.)
    Edition: 1st ed. 2002.
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Druckausg. Fabricating Europe
    RVK:
    Keywords: Political science. ; International education . ; Comparative education. ; Social sciences. ; History. ; Comparative Education ; History ; Political Science ; Social sciences ; Aufsatzsammlung ; Europa ; Pädagogik
    Abstract: Imagining Space -- Education and the European Space of Flows -- Notes towards the Definition of a European Educational Space -- Locating European Identity in Education -- Foreword -- Globalizing Space -- Reterritorializing Educational Import -- Returning to Europe -- Quality Education and Training for Tomorrow’s Europe -- Ways of Thinking about Education in Europe -- Coda: Europe, Social Space and the Politics of Knowledge -- Borderless Education.
    Abstract: Fabricating Europe has within it a core idea, a crucial but imprecise idea, that of a European educational space, which transnational governance, networks and cultural and economic projects are creating now. Yet, the perceptible creation of this contemporary space of European policy making and networking has not been a subject of study. It appears offstage in studies of national systems in which national and professional identity; political organization; policy formation and public/private markets are all viewed as contained within the borders of the state. Fabricating Europe is concerned with the new possibilities to be discerned and imagined in the European public and institutional spaces and discourses in education and the lack of impetus within the broad area of educational studies to meet the task of creating analyses and responses.
    Note: Includes index
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  • 60
    ISBN: 9789401722230
    Language: English
    Pages: Online-Ressource (XIII, 251 p) , online resource
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Boston Studies in the Philosophy of Science 229
    Series Statement: Boston Studies in the Philosophy and History of Science 229
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Humanities ; Science Philosophy ; Technology Philosophy ; Philosophy and science. ; Physics. ; Observations, Astronomical. ; Philosophy. ; History ; Astronomy—Observations. ; Physics—Philosophy. ; Science—Philosophy. ; Technology—Philosophy.
    Abstract: This book is a historical-epistemological study of one the most consequential idea of early modern celestial mechanics: Robert Hooke's proposal to "compoun[d] the celestial motions of the planets of a direct motion by the tangent & an attractive motion towards a central body," a proposal which Isaac Newton adopted and realized in his Principia. Hooke's Programme was revolutionary both cosmologically and mathematically. It presented "the celestial motions," the proverbial symbol of stability and immutability, as a process of continuous change, and prescribed only parameters of rectilinear motions and rectilinear attractions for calculating their closed curved orbits. Yet the traces of Hooke's construction of his Programme for the heavens lead through his investigations in such earthly disciplines as microscopy, practical optics and horology, and the mathematical tools developed by Newton to accomplish it appear no less local and goal-oriented than Hooke's lenses and springs. This transgression of the boundaries between the theoretical, experimental and technological realms is reminiscent of Hooke's own free excursions in and out of the circles occupied by gentlemen-philosophers, university mathematicians, instrument makers, technicians and servants. It presents an opportunity to examine the social and epistemological distinctions, relations and hierarchies between those realms and their inhabitants, and compels a critical assessment of the philosophical categories they embody
    Description / Table of Contents: IntroductionPart A: The Historical Question. 1. Gallileo's Challenge. 2. The Correspondence. 3. Hooke's Programme -- Part B: The Historiographic Difficulty. 4. Hooke vs. Newton. 5. The Genius vs. The Mechanic. 1. Inflection. Introduction: The Bad Ending -- Part A: The Novelty. 1. Hooke's Programme. 2. Setting the Question Right -- Part B: Employing Inflection. 3. Inflection. 4. Application as Manipulation.-- Part C: Producing Inflection in the Workshop. 5. Construction. 6. Implementation. 7. Tentative Conclusion -- 1.st Interlude: Practice. 1. Introduction - Methodological Lessons. 2. Hacking. 3. The Realism Snare. 2. Power -- Part A: 1. Introduction. 2. De Potentia Restitutiva, or: Of Spring -- Part B: 3. Horology. 4. The Spring Watch. 5. Springs and Forces -- Part C: 6. The Origins of the Vibration Theory. 7. Of Spring again. 8. Springs as a Topos. 9. A Clockwork Theory of Matter and Power -- 2.nd Interlude: Representation. 1. Rorty. 2. 'Knowledge Of and 'Knowledge That'. 3. Hacking and Rorty. 3. Newton's Synthesis. 1. Introduction. 2. Newton Before and After. 3. Hooke's Programme. Notes. Introduction. 1. Inflection. 1st Interlude: Practice. 2. Clocks, Pendulums and Springs -- 2.nd Interlude: Representation. 3. Newton's Synthesis -- Bibliography -- Index.
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  • 61
    Online Resource
    Online Resource
    Dordrecht : Springer Netherlands
    ISBN: 9781402058189
    Language: English
    Pages: Online-Ressource (XIII, 242 p) , online resource
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Science & Technology Education Library 15
    Series Statement: Contemporary Trends and Issues in Science Education 15
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Education Philosophy ; Curriculum planning ; Science Study and teaching ; Science education. ; Curriculums (Courses of study). ; Learning. ; Instruction. ; Philosophy and social sciences. ; Education—Curricula. ; Science—Study and teaching. ; Learning, Psychology of. ; Education—Philosophy.
    Abstract: The authors propose the science curriculum concept of Global Science Literacy justifying its use internationally with reference to the nature of science, the probable direction of science in the new millennium, the capability for GSL to develop inter-cultural understanding, and its relevance to non-Western cultures and traditions. GSL curricula are organized conceptually rather than by science discipline, include objectives from the social studies construct of global education, and represent the broad spectrum of science methodologies, not just those of the physical sciences typical of current curricula. The book is recommended reading for all who are interested in the future of science curricula and interested in considering a non-traditional viewpoint. Curriculum developers and researchers, future teachers and graduate students in general curriculum courses, science education courses and social studies education courses, and their professors should be particularly interested. The book is divided into three sections. In the first section, the concept of Global Science Literacy and the justification of its use for science curricula internationally are developed. The second section describes learning environments that are especially appropriate for GSL curricula. The third and last section provides ideas and approaches for developing aspects of GSL curricula
    Description / Table of Contents: Foundations for Global Science LiteracyEvolution of Global Science Literacy as a Curriculum Construct -- A Case History of Science and Science Education Policies -- The Philosophy of Science and Global Science Literacy -- Appropriate Learning Environments -- The ‘Explanatory Stories’ Approach to a Curriculum for Global Science Literacy -- Cooperative Learning: A Basic Instructional Methodology for Global Science Literacy -- Using the Internet in Earth Systems Courses -- Development of Charles Darwin as an Earth-Systems Scientist: A Field Experience -- A Student Conducted Earth Systems Field Investigation -- Using Historical Events to Develop Ethical and Aesthetic Attitudes -- Assessment in a Global Science Literacy and Korean Context -- Issues in Structuring Curriculum -- An Earth Systems Curriculum Development Model -- Enabling Global Science Literacy for all -- Developing the Concept of Deep Time -- How a Japanese Science Teacher Integrates Field Activities into His Curriculum -- The Potential Role for Global Science Literacy in Japanese Secondary Schools.
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