LEADER 05081nam 2200685 a 450 001 9910453557303321 005 20200520144314.0 010 $a94-6091-900-6 024 7 $a10.1007/978-94-6091-900-8 035 $a(CKB)2550000001170565 035 $a(EBL)3034765 035 $a(SSID)ssj0000879682 035 $a(PQKBManifestationID)11458740 035 $a(PQKBTitleCode)TC0000879682 035 $a(PQKBWorkID)10853032 035 $a(PQKB)10956039 035 $a(DE-He213)978-94-6091-900-8 035 $a(MiAaPQ)EBC3034765 035 $a(OCoLC)823732016 035 $a(nllekb)BRILL9789460919008 035 $a(MiAaPQ)EBC1106412 035 $a(PPN)168342952 035 $a(Au-PeEL)EBL3034765 035 $a(CaPaEBR)ebr10640322 035 $a(CaONFJC)MIL425739 035 $a(Au-PeEL)EBL1106412 035 $a(EXLCZ)992550000001170565 100 $a20130105d2012 uy 0 101 0 $aeng 135 $aurnu|||||| 181 $ctxt 182 $cc 183 $acr 200 00$aScience education research and practice in Europe$b[electronic resource] $eretrospective and prospective /$fedited by Doris Jorde, Justin Dillon 205 $a1st ed. 2012. 210 $aRotterdam $cSense Publishers$d2012 215 $a1 online resource (393 p.) 225 1 $aCultural Perspectives in Science Education ;$vv.5 225 0$aCultural perspectives in science education.$pDistinguished contributors ;$vv. 5 300 $aDescription based upon print version of record. 311 $a94-6091-898-0 311 $a94-6091-899-9 311 $a1-283-94489-8 320 $aIncludes bibliographical references. 327 $aPreliminary Material /$rDoris Jorde and Justin Dillon -- Science Education Research and Practice in Europe: Retrospective and Prospective /$rDoris Jorde and Justin Dillon -- The Model of Educational Reconstruction ? A Framework for Improving Teaching and Learning Science /$rReinders Duit , Harald Gropengießer , Ulrich Kattmann , Michael Komorek and Ilka Parchmann -- Transcending Science: Scientific Literacy and Bildung for the 21st Century /$rPer-Olof Wickman , Caroline Liberg and Leif Östman -- How Research on Students? Processes of Concept Formation can Inform Curriculum Development /$rClaudia V. Aufschnaiter and Christian Rogge -- Studies of the Development of Students? Understandings of Ecological Phenomena /$rGustav Helldén -- Video Analysis as a tool for Understanding Science Instruction /$rHans E. Fischer and Knut Neumann -- The Nature of Video Studies in Science Education /$rAndrée Tiberghien and Gérard Sensevy -- Teaching Activities and Language use in Science Classrooms /$rMarianne Ødegaard and Kirsti Klette -- Results and Perspectives from the ROSE Project /$rSvein Sjøberg and Camilla Schreiner -- The Cultural Context of Science Education /$rCathrine Hasse and Anne B. Sinding -- Argumentation in Science Education Research: Perspectives from Europe /$rSibel Erduran and Maria Pilar Jiménez-Aleixandre -- Classroom Discourse and Science Learning: Issues of Engagement, Quality and Outcome /$rAsma Almahrouqi and Phil Scott -- School Health Education Nowadays: Challenges and Trends /$rGraça S. Carvalho and Dominique Berger -- Science Education Research in Turkey: A Content Analysis of Selected Features of Published Papers /$rMustafa Sozbilir , Hulya Kutu and M. Diyaddin Yasar -- Improving Science Education Through European Models of Sustainable Teacher Professional Development /$rMatthias Stadler and Doris Jorde. 330 $aEach volume in the 7-volume series The World of Science Education reviews research in a key region of the world. These regions include North America, South and Latin America, Asia, Australia and New Zealand, Europe, Arab States, and Sub-Saharan Africa. The focus of this Handbook is on science education in Europe. In producing this volume the editors have invited a range of authors to describe their research in the context of developments in the continent and further afield. In reading this book you are invited to consider the historical, social and political contexts that have driven developments in science education research over the years. A unique feature of science education in Europe is the impact of the European Union on research and development over many years. A growing number of multi-national projects have contributed to the establishment of a community of researchers increasingly accepting of methodological diversity. That is not to say that Europe is moving towards homogeneity, as this volume clearly shows. 410 0$aCultural Perspectives in Science Education ;$v5 606 $aScience$xStudy and teaching$zEurope 608 $aElectronic books. 615 0$aScience$xStudy and teaching 676 $a370 701 $aJorde$b Doris$01032321 701 $aDillon$b Justin$0871456 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910453557303321 996 $aScience education research and practice in Europe$92450108 997 $aUNINA LEADER 05249nam 22006375 450 001 9910254093703321 005 20200630143440.0 010 $a3-319-39711-7 024 7 $a10.1007/978-3-319-39711-5 035 $a(CKB)3710000000837582 035 $a(DE-He213)978-3-319-39711-5 035 $a(MiAaPQ)EBC6314044 035 $a(MiAaPQ)EBC5595973 035 $a(Au-PeEL)EBL5595973 035 $a(OCoLC)957155967 035 $a(PPN)194805689 035 $a(EXLCZ)993710000000837582 100 $a20160810d2016 u| 0 101 0 $aeng 135 $aurnn#008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aExcel 2016 for Social Science Statistics $eA Guide to Solving Practical Problems /$fby Thomas J. Quirk 205 $a1st ed. 2016. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2016. 215 $a1 online resource (XV, 260 p. 167 illus., 165 illus. in color.) 225 1 $aExcel for Statistics,$x2570-4605 300 $aIncludes index. 311 $a3-319-39710-9 327 $aIntroduction -- Sample size, mean, standard deviation, standard error of the mean -- Random number generator -- Confidence interval about the mean using the TINV function and hypothesis testing -- One-group t-test for the mean -- Two-group t-test of the difference of the means for independent groups -- Correlation and simple linear regression -- Multiple correlation and multiple regression -- One-way analysis of variance (ANOVA) -- Appendix A -- Appendix B -- Appendix C -- Appendix D -- Appendix E -- Index. 330 $aThis book shows the capabilities of Microsoft Excel in teaching social science statistics effectively. Similar to the previously published Excel 2013 for Social Sciences Statistics, this book is a step-by-step exercise-driven guide for students and practitioners who need to master Excel to solve practical social science problems. If understanding statistics isn?t your strongest suit, you are not especially mathematically-inclined, or if you are wary of computers, this is the right book for you. Excel, a widely available computer program for students and managers, is also an effective teaching and learning tool for quantitative analyses in social science courses. Its powerful computational ability and graphical functions make learning statistics much easier than in years past. However, Excel 2016 for Social Science Statistics: A Guide to Solving Practical Problems is the first book to capitalize on these improvements by teaching students and managers how to apply Excel to statistical techniques necessary in their courses and work. Each chapter explains statistical formulas and directs the reader to use Excel commands to solve specific, easy-to-understand social science problems. Practice problems are provided at the end of each chapter with their solutions in an appendix. Separately, there is a full Practice Test (with answers in an Appendix) that allows readers to test what they have learned. Includes 167 illustrations in color Suitable for upper undergraduates or graduate students At the beginning of his academic career, Prof. Tom J. Quirk spent six years in educational research at The American Institutes for Research and Educational Testing Service. He then taught Social Psychology, Educational Psychology, General Psychology, Marketing, Management, and Accounting at Principia College, and is currently a Professor of Marketing in the George Herbert Walker School of Business & Technology at Webster University based in St. Louis, Missouri (USA) where he teaches Marketing Statistics, Marketing Research, and Pricing Strategies. He has written 60+ textbook supplements in Marketing and Management, published 20+ articles in professional journals, and presented 20+ papers at professional meetings. He holds a B.S. in Mathematics from John Carroll University, both an M.A. in Education and a Ph.D. in Educational Psychology from Stanford University, and an M.B.A. from The University of Missouri-St. Louis. 410 0$aExcel for Statistics,$x2570-4605 606 $aStatistics 606 $aSocial sciences 606 $aPsychology?Methodology 606 $aPsychometrics 606 $aStatistics for Social Sciences, Humanities, Law$3https://scigraph.springernature.com/ontologies/product-market-codes/S17040 606 $aMethodology of the Social Sciences$3https://scigraph.springernature.com/ontologies/product-market-codes/X17000 606 $aPsychological Methods/Evaluation$3https://scigraph.springernature.com/ontologies/product-market-codes/Y20040 615 0$aStatistics. 615 0$aSocial sciences. 615 0$aPsychology?Methodology. 615 0$aPsychometrics. 615 14$aStatistics for Social Sciences, Humanities, Law. 615 24$aMethodology of the Social Sciences. 615 24$aPsychological Methods/Evaluation. 676 $a005.369 700 $aQuirk$b Thomas J$4aut$4http://id.loc.gov/vocabulary/relators/aut$0721655 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910254093703321 996 $aExcel 2016 for social science statistics$91523332 997 $aUNINA LEADER 05101nam 2200769Ia 450 001 9910953356503321 005 20251117080601.0 010 $a0-429-91107-6 010 $a0-429-89684-0 010 $a0-429-47207-2 010 $a1-280-12574-8 010 $a9786613529602 010 $a1-84940-970-6 035 $a(CKB)2670000000161686 035 $a(EBL)878528 035 $a(OCoLC)781712311 035 $a(SSID)ssj0000654446 035 $a(PQKBManifestationID)11372912 035 $a(PQKBTitleCode)TC0000654446 035 $a(PQKBWorkID)10661121 035 $a(PQKB)10868422 035 $a(MiAaPQ)EBC878528 035 $a(Au-PeEL)EBL878528 035 $a(CaPaEBR)ebr10547182 035 $a(CaONFJC)MIL352960 035 $a(OCoLC)1029243301 035 $a(FlBoTFG)9780429472077 035 $a(OCoLC)1226773448 035 $a(FINmELB)ELB141719 035 $a(EXLCZ)992670000000161686 100 $a20091114d2012 uy 0 101 0 $aeng 135 $aur||| ||||| 181 $ctxt 182 $cc 183 $acr 200 10$aAttachment therapy with adolescents and adults $etheory and practice post Bowlby /$fDorothy Heard, Brian lake and Una McCluskey 205 $aRev. ed. 210 $aLondon $cKarnac Books$d2012 215 $a1 online resource (269 p.) 300 $aDescription based upon print version of record. 311 08$a0-367-10106-8 311 08$a1-78049-042-9 320 $aIncludes bibliographical references and index. 327 $aCOVER; CONTENTS; ACKNOWLEDGEMENTS; ABOUT THE AUTHORS; FOREWORD; PREFACE; PART I THE THEORETICAL BACKGROUND FOR AN AUTONOMOUS SELF THAT IS IMMERSED IN THE DYNAMICS OF ATTACHMENT AND INTEREST SHARING; CHAPTER ONE Introducing a new attachment paradigm; CHAPTER TWO How the self communicates: the emotive nonverbal signals of body language and interactions between people; CHAPTER THREE Introducing a new conceptualization of the self: the autonomous self immersed in the dynamics of attachment and interest sharing; CHAPTER FOUR The defensive self; CHAPTER FIVE The careseeking self 327 $aCHAPTER SIX The caregiving selfCHAPTER SEVEN The exploratory interest sharing self; CHAPTER EIGHT The sexual self; CHAPTER NINE Diagrammatic representations of the interplay between the systems with interpersonal goals and the danger/fear system following a threat to wellbeing; CHAPTER TEN The self under threat and alone: supported or unsupported by the sixth and seventh systems; PART II THERAPY GUIDED BY THE NEW ATTACHMENT PARADIGM; CHAPTER TWELVE Effective and ineffective caregiving: analysis of patterns of interaction 327 $aCHAPTER THIRTEEN Working with an individual adult client with a focus on her defensive identityCHAPTER FOURTEEN The structure and composition of exploratory group psychotherapy for professional caregivers; CHAPTER FIFTEEN Exploratory group psychotherapy: the task of the facilitator; CHAPTER SIXTEEN Exploratory group psychotherapy: personal and professional applications; PART III; APPENDIX 1 Bowlby's contributions to attachment theory; APPENDIX 2 How the concept of security became part of attachment theory; APPENDIX 3 The strange situation test 327 $aAPPENDIX 4 The evolution and importance of the Adult Attachment Investigation (the AAI)APPENDIX 5 Comparisons and contrasts between Lichtenberg's motivational systems and Heard and Lake's goal corrected systems; GLOSSARY; REFERENCES; INDEX 330 3 $aThis is a revised edition of an important title originally published in 2009. It is written primarily for psychotherapists and other practitioners and describes a new and effective form of dynamic therapy designed for working with adults and with adolescents. The theory, on which the new form of therapy is based, is centred in a paradigm that extends and crucially alters the paradigm for developmental psychology opened by the Bowlby/Ainsworth attachment theory. It describes a pre-programmed process, the dynamics sustaining attachment and interest sharing, which is activated as soon as people perceive that they are in danger. This process is made up of seven pre-programmed systems which interact with one another as an integrated whole. They include Bowlby's two complementary goal-corrected behavioural systems: attachment (also referred to as careseeking) and caregiving. Whenever the process is able to function effectively, it enables people to adapt more constructively and co-operatively to changing circumstances. 606 $aAttachment behavior 606 $aDevelopmental psychology 615 0$aAttachment behavior. 615 0$aDevelopmental psychology. 676 $a616.8 676 $a616.8/9 676 $a616.89 676 $a616.8914 700 $aHeard$b Dorothy$f1916-$01161474 701 $aLake$b Brian$f1922-2007.$01882947 701 $aMcCluskey$b Una$f1949-$01694271 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910953356503321 996 $aAttachment therapy with adolescents and adults$94498681 997 $aUNINA