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Titlebook: Bold Ventures - Volume 1; Patterns Among Innov Senta A. Raizen,Edward D. Britton Book 2002 Springer Science+Business Media B.V. 2002 Evalua

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發(fā)表于 2025-3-21 20:02:28 | 只看該作者 |倒序?yàn)g覽 |閱讀模式
期刊全稱(chēng)Bold Ventures - Volume 1
期刊簡(jiǎn)稱(chēng)Patterns Among Innov
影響因子2023Senta A. Raizen,Edward D. Britton
視頻videohttp://file.papertrans.cn/190/189607/189607.mp4
圖書(shū)封面Titlebook: Bold Ventures - Volume 1; Patterns Among Innov Senta A. Raizen,Edward D. Britton Book 2002 Springer Science+Business Media B.V. 2002 Evalua
影響因子This book, based on detailed studies of eight innovations in mathematics and science education, has many insights to offer on current school reform. Since each innovation studied has taken its own unique approach, the set as a whole spans the spectrum from curriculum development to systemic reform, from c- centrating on particular school populations to addressing all of K-12 education. Yet these reform projects share a common context, a world view on what m- ters in science and mathematics for students of the 1990s and beyond, conv- tions about what constitutes effective instruction, and some notions about how school change can be brought about. These commonalities are drawn out in the book and illustrated with examples from the individual case studies that are reportedin full in BoldVentures, Volumes 2 and 3. The eight innovations—all of them projects that are well-known, at least by name, to U. S. audiences—are briefly described in chapter 1. Each was the s- ject of an in-depth, three-year case study. The research teams analyzed many documents, attended numerous project meetings, visited multiple sites, condu- ed dozens of individual interviews. The team leaders, having spent muc
Pindex Book 2002
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Mineral Element Accumulation in Bog Lichens, costly effort of making even small changes in the teaching and learning of science and mathematics. Although the National Science Foundation and many others have called for systemic reform, making broad, simultaneous and interrelated changes, there is a limit to how many causes the reformer can tak
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https://doi.org/10.1007/0-306-47206-6Evaluation; calculus; education; mathematics; mathematics education; science; science education
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reform. Since each innovation studied has taken its own unique approach, the set as a whole spans the spectrum from curriculum development to systemic reform, from c- centrating on particular school populations to addressing all of K-12 education. Yet these reform projects share a common context, a
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Underplayed Issues,nge processes. And we found few efforts to adapt to differences in background and styles of students, teachers, and citizens. These were underplayed issues in the eight case studies discussed in this volume of ..
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