00834nam a22002411i 450099100010710970753620040722130731.0040802s1964 it |||||||||||||||||ita b1317809x-39ule_instARCHE-113070ExLBiblioteca InterfacoltàitaA.t.i. Arché s.c.r.l. Pandora Sicilia s.r.l.329I Laburisti al potereFirenze :Sansoni,1964231 p. ;24 cmUlisseLaburismoSec. 20..b1317809x02-04-1405-08-04991000107109707536LE002 SP 300.I/052-05312002000386915le002C. 1-E0.00-lo 00000.i1381877605-08-04Laburisti al potere313066UNISALENTOle00205-08-04ma -itait 2104861nam 2200661 450 991079775830332120221206100351.00-19-756153-50-19-972747-3(CKB)3710000000506410(EBL)271301(OCoLC)870243243(SSID)ssj0001038011(PQKBManifestationID)12438941(PQKBTitleCode)TC0001038011(PQKBWorkID)11047466(PQKB)10698288(StDuBDS)EDZ0002342115(MiAaPQ)EBC271301(Au-PeEL)EBL271301(CaPaEBR)ebr11303213(EXLCZ)99371000000050641020161129h20002000 uy 0engur|n|---|||||txtccrDesigns for science literacy /Project 2061 (American Association for the Advancement of Science)New York ;Oxford, [England] :Oxford University Press,2000.©20001 online resource (313 p.)Oxford scholarship onlinePreviously issued in print: 2001."Project 2061, American Association for the Advancement of Science."0-19-513278-5 Includes bibliographical references and index.CONTENTS; PREFACE; SCIENCE LITERACY, CURRICULUM REFORM, AND THIS BOOK; PROLOGUE: DESIGN IN GENERAL; An Introductory Example; Attributes of Design; Establishing Design Specifications; Conceptualizing a Design; Developing a Design; Refining the Designed Product; Looking Ahead; PART I: DESIGN AND THE CURRICULUM; CHAPTER 1: CURRICULUM DESIGN; An Introductory Example; Attributes of Curriculum Design; Establishing Curriculum-Design Specifications; Conceptualizing a Curriculum Design; Developing a Curriculum Design; Refining a Designed Curriculum; Looking Ahead; CHAPTER 2: CURRICULUM SPECIFICATIONSWhat Is a Curriculum?Curriculum Structure; Curriculum Content; Curriculum Operation; Summing Up; PART II: DESIGNING TOMORROW'S CURRICULUM; CHAPTER 3: DESIGN BY ASSEMBLY; The Idea in Brief; The Idea in More Detail; Setting the Stage; Assembly Strategies; Curriculum-Resource Management; Continuing Professional Development; CHAPTER 4: CURRICULUM BLOCKS; What Are Curriculum Blocks?; Properties of Curriculum Blocks; A Template for Describing Curriculum Blocks; Where Will Curriculum Blocks Come From?; Looking Ahead; CHAPTER 5: HOW IT COULD BE: THREE STORIES; ForewordPalladio Unified School DistrictEdmond Halley School District; Lewis & Clark Regional School District; Afterword; PART III: IMPROVING TODAY'S CURRICULUM; CHAPTER 6: BUILDING PROFESSIONAL CAPABILITY; Increasing Faculty Science Literacy; Understanding Student Learning Goals; Becoming Familiar with Research on Learning; Learning to Analyze Curriculum Materials; Acquiring Curriculum Versatility; Improving Assessment; Becoming Informed on Reform Movements; CHAPTER 7: UNBURDENING THE CURRICULUM; Cutting Major Topics; Pruning Subtopics from Major Topics; Trimming Technical VocabularyReducing Wasteful RepetitionThe Challenge; CHAPTER 8: INCREASING CURRICULUM COHERENCE; Types of Curriculum Coherence; Improving Coherence across Grade Levels; Improving Coherence across Subjects; EPILOGUE: ANOTHER LOOK AT DESIGNS; BIBLIOGRAPHY; ACKNOWLEDGEMENTS; INDEX; A; B; C; D; E; G; H; I; L; M; N; P; R; S; T; U; W; CREDITS; INSTALLING DESIGNS ON DISKThe call for science curriculum reform has been made over and over again for much of the twentieth century. Arguments have been made that the content of the curriculum is not appropriate for meeting the individual and social needs of people living in the modern world; that the curriculum has become overstuffed with topics and does not serve students especially well; and above all, that the curriculum does not generate the student learning it is expected to produce. 'Designs for Science Literacy' presupposes that curriculum reform must be considerably more extensive and fundamental than the tinkering with individual courses and subjects that has been going on for decades.Oxford scholarship online.ScienceStudy and teachingUnited StatesMathematicsStudy and teachingUnited StatesEngineeringStudy and teachingUnited StatesScienceStudy and teachingMathematicsStudy and teachingEngineeringStudy and teaching507/.1/073Project 2061 (American Association for the Advancement of Science)MiAaPQMiAaPQMiAaPQBOOK9910797758303321Designs for science literacy3852111UNINA02113nam 22006014a 450 991096632250332120251116203819.01-351-87268-01-315-23398-31-281-09859-097866110985990-7546-8560-8(CKB)1000000000414021(EBL)429818(OCoLC)437113671(SSID)ssj0000272473(PQKBManifestationID)11205669(PQKBTitleCode)TC0000272473(PQKBWorkID)10309473(PQKB)11621146(MiAaPQ)EBC429818(Au-PeEL)EBL429818(CaPaEBR)ebr10211177(CaONFJC)MIL109859(EXLCZ)99100000000041402120020814d2003 uy 0engur|n|---|||||txtccrWinning research funding /Abby Day Peters1st ed.Burlington, Vt. Gowerc20031 online resource (233 p.)Description based upon print version of record.1-138-47077-5 0-566-08459-7 Cover; Contents; List of tables; Preface; Acknowledgements; PART I: YOUR RESEARCH FOCUS; PART II: IDENTIFYING YOUR RESEARCH PARTNER; PART III: BUILDING THE RESEARCH PARTNERSHIP; PART IV: MAINTAINING THE RESEARCH PARTNERSHIP; Bibliography; IndexThe ability to produce valid research has never been more crucial to the academic community than it is today - but how do you go about getting the funding for such projects? How do you identify which funding organisations are likely to be sympathetic to yResearch grantsProposal writing for grantsResearch grants.Proposal writing for grants.001.4/4Day Abby1956-891157MiAaPQMiAaPQMiAaPQBOOK9910966322503321Winning research funding4492573UNINA