Author: West Virginia. State Department of EducationPublisher:
ISBN:
Category : Education
Languages : en
Pages : 417
Book Description
Organization, Administration and Course of Study for Junior and Senior High Schools, 1927-1928
Author: West Virginia. State Department of EducationPublisher:
ISBN:
Category : Education
Languages : en
Pages : 417
Book Description
Organization and Administration of Secondary Schools
Author: Harl Roy DouglassPublisher:
ISBN:
Category : Education, Secondary
Languages : en
Pages : 606
Book Description
Research Bulletin
Author: National Education Association of the United States. Research DivisionPublisher:
ISBN:
Category : Education
Languages : en
Pages : 318
Book Description
Record of Current Educational Publications
Author: Bulletin - Bureau of Education
Author: United States. Bureau of EducationPublisher:
ISBN:
Category : Education
Languages : en
Pages : 752
Book Description
Bulletin
Author: United States. Office of EducationPublisher:
ISBN:
Category : Education
Languages : en
Pages : 832
Book Description
Statistics of Land-grant Colleges and Universities
Author: United States. Office of EducationPublisher:
ISBN:
Category : Agricultural colleges
Languages : en
Pages : 1228
Book Description
Bibliography of Research Studies in Education
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 1996
Book Description
How We Teach Science - What′s Changed, and Why It Matters
Author: John L. RudolphPublisher:
ISBN: 0674919343
Category : Education
Languages : en
Pages : 321
Book Description
The science taught in high schools-Newton's theory of universal gravitation, basic structure of the atom, cell division, DNA replication-is accepted as the way nature works. What is puzzling is how this precisely specified knowledge could come from an intellectual process-the scientific method-that has been incredibly difficult to describe or characterize with any precision. Philosophers, sociologists, and scientists have weighed in on how science operates without arriving at any consensus. Despite this confusion, the scientific method has been one of the highest priorities of science teaching in the United States over the past 150 years. Everyone agrees that high school students and the public more generally should understand the process of science, if only we could determine exactly what it is. From the rise of the laboratory method in the late nineteenth century, through the "five step" method, to the present day, John Rudolph tracks the changing attitudes, methods, and impacts of science education. Of particular interest is the interplay between various stakeholders: students, school systems, government bodies, the professional science community, and broader culture itself. Rudolph demonstrates specifically how the changing depictions of the processes of science have been bent to different social purposes in various historical periods. In some eras, learning about the process of science was thought to contribute to the intellectual and moral improvement of the individual, while in others it was seen as a way to minimize public involvement (or interference) in institutional science. Rudolph ultimately shows that how we teach the methodologies of science matters a great deal, especially in our current era, where the legitimacy of science is increasingly under attack.--
Graduate Bulletin
Author: University of Georgia. Graduate SchoolPublisher:
ISBN:
Category :
Languages : en
Pages : 40
Book Description
The Graduate School ... offers over 240 graduate degrees including the Master of Arts, Master of Sciences, and Doctor of Philosophy.