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| nuffield a level physics: Challenge and Change Keith Fuller, David Malvern, 2010 |
| nuffield a level physics: Wonder and Delight B Jennison, J Ogborn, 2020-11-26 Eric Rogers was an excellent physics teacher, with a worldwide reputation for the passion, profundity, and quirkiness of his thinking. Written by a distinguished international group of contributors, Wonder and Delight honors his memory by collecting together writings about science education that have lasting relevance and on subjects about which Eric Rogers cared deeply. |
| nuffield a level physics: Nuffield A-level Physics Jon Ogborn, 1985 |
| nuffield a level physics: Nuffield Physics Nuffield Science Teaching Project, 1966 |
| nuffield a level physics: Book of Data , 1984 |
| nuffield a level physics: Basic Electromagnetism and its Applications A.J. Compton, 2012-12-06 I have tried in this book to introduce the basic concepts of electromagnetic field theory at a level suitable for students entering degree or higher diploma courses in electronics or subjects allied to it. Examples and applications have been drawn from areas such as instrumentation rather than machinery, as this was felt to be more apt for the majority of such readers. Some students may have been following courses with a strong bias towards prac tical electronics and perhaps not advanced their understanding of the physics of electric and magnetic fields greatly since '0' level or its equivalent. The book there fore does not assume that 'A' level physics has been studied. Students of BTEC courses or 'A' level subjects such as technology might also find the material useful. At the other extreme, students who have achieved well on an 'A' level course will, it is hoped, find stimulating material in the applications discussed and in the marginal notes, which suggest further reading or comment on the deeper implica tions of the work. |
| nuffield a level physics: Science Education James F Donnelly, Edgar W Jenkins, 2001-01-26 Who wants to change school science education and why? What mechanisms exist to effect change? What implications do they have for teachers' professionalism? These are the principal questions explored in this book. The authors focus on strategies for effecting change, including decentralized and statutory mechanisms, and the use of systems of assessment. The authors question the effectiveness of centralized programmes in improving the quality of students' science education. They suggest that this arises from a failure to acknowledge the contribution that the science teaching profession must make to reform. They argue that sustained and effective change, embodying improvements in standards, depends upon promoting the initiativ |
| nuffield a level physics: Studium , 1973 |
| nuffield a level physics: Achievement in Nuffield O-level Physics Related to Intelligence, Creativity and Attitudes Towards Science Carroll Johanna Frances Nicholl, 1972 |
| nuffield a level physics: The Politics of Curriculum Change Tony Becher, Stuart Maclure, 2024-09-30 Curriculum development occupied an increasingly important place on the educational scene in the mid 1960s, foreshadowing much of the national debate initiated by the Prime Minister of Britain in late 1976. The agencies for development take different forms in different countries, but the underlying issues are remarkably similar across the globe. It is the basic framework common to all planned curriculum change which The Politics of Curriculum Change (originally published in 1978) is concerned to bring into sharper focus. A major consideration in embarking on or analysing any curriculum programme is the extent to which it reflects public concerns about education. The notion of the ‘public curriculum’ is a central strand in the authors’ argument. It leads naturally into a discussion of mechanisms for control and development, and the political acceptability of new proposals to teachers, parents, pupils, and the public at large. But curriculum change has its internal, as well as its external politics. These are reflected in the contrasting styles of development, varied forms of evaluation, and in the conflicting response of the profession, both to change of the curriculum as a whole, and to a piecemeal subject-by-subject approach. The authors give these working aspects of curriculum development as careful attention as they afford to the larger issues of schooling in society. All in all, this book offers a view which has not hitherto been clearly articulated, but which is essential to understanding what curriculum development is all about. Its authors are in a good position to do this: one had a particularly close involvement with the external, and the other with the internal politics of development, and they previously worked together on an international study of curriculum. |
| nuffield a level physics: Inside Science Education Reform J. Myron Atkin, Paul Black, 2003-01-01 Two international leaders offer important insights into the ways in which the discipline of science education has developed and how school curriculum has been shaped by both scientific discovery and social change. J Myron Atkin (U.S.) and Paul Black (U.K.) share their vast and varied experiences in this historical account that chronicles the many developments in the field from the end of World War II to the present. The chapters in this volume cover: the aims and politics of science education, curriculum development, subject matter boundaries, pedagogy and learning, assessment and evaluation, educational research and practice, and the teaching profession. Each theme is introduced in its historical and philosophical context, with current issues emphasized. The authors then analyze these themes by drawing on relevant episodes from their transatlantic careers. These episodes act as a springboard for developing insights into each theme, including comparisons between educational practices in the United States and the United Kingdom. Featuring compelling examples and a cohesive presentation, this groundbreaking volume is essential reading for anyone making decisions about the future of science education. |
| nuffield a level physics: School-based Curriculum Development in Britain John Eggleston, 2018-10-03 Originally published in 1980. School-based curriculum development was the dominant form of curriculum development in Britain. Though there were national projects, it was thought that the initiative for change must come from within the schools. Curriculum development arose directly from the needs and enthusiasms of the schools, their pupils and their teachers. Some large schools had undertaken their own programmes while others joined forces, sharing common needs and enjoying common achievements or based effective in-school initiatives on national projects. Given how much things have changed since, this book is enlightening. Case studies: Codsall, Staffordshire; Manor Park, Newcastle; Abraham Moss Centre, Manchester; and Hele’s School, Exeter. There are also studies of the Independent Learning in Science Project and in the Nuffield Integrated Science Project. |
| nuffield a level physics: Transnational Synergies in School Mathematics and Science Debates Roger Openshaw, Margaret Walshaw, 2019-10-02 This book highlights and interrogates the continued interest and scrutiny of mathematics and science education. National debates on excellence and equity tend to focus largely on underachievement in mathematics and science rather than subjects in the arts or music: this is due to a belief that these curriculum areas are central to individual workplace success and national development in a competitive economic environment. The authors explore the history of these assumptions, as well as the debates based around claims that student achievement levels in these subjects has fallen. Spanning the United States, New Zealand, Australia and the United Kingdom, the chapters question how such debates are sustained and amplified: how has this perceived ‘crisis’ been articulated and spread across national borders? This comprehensive book will be of interest and value to scholars of mathematics and science education, as well as international education debates. |
| nuffield a level physics: Routledge Library Editions: Curriculum Various, 2021-07-09 Reissuing works originally published between 1971 and 1994, this collection includes books which offer a broad spectrum of views on curriculum, both within individual schools and the wider issues around curriculum development, reform and implementation. Some cover the debate surrounding the establishment of the national curriculum in the UK while others are a more international in scope. Many of these books go beyond theory to discuss practical issues of real curriculum changes at primary or secondary level. The Set includes books on cross-curricular topics such as citizenship and environment, and also guidance, careers, life skills and pastoral care in schools. A fantastic collection of education history with much still relevant today. |
| nuffield a level physics: Hearings United States. Congress. House. Committee on Education, 1971 |
| nuffield a level physics: Hearings, Reports, Public Laws United States. Congress. House. Committee on Education and Labor, 1967 |
| nuffield a level physics: Hearings, Reports and Prints of the House Committee on Education and Labor United States. Congress. House. Committee on Education and Labor, 1971 |
| nuffield a level physics: To Establish a National Institute of Education United States. Congress. House. Committee on Education and Labor. Select Subcommittee on Education, 1971 |
| nuffield a level physics: To Establish a National Institute of Education, Hearings Before the Select Subcommittee on Education...92-1, on H.R. 33, 3606 and Other Related Bills, Feb. 18, 24; March 17, 23; May 11, 14, 1971; March 20, and June 14, 1971 United States. Congress. House. Education and Labor, 1971 |
| nuffield a level physics: Science Education Research and Practice in Asia Mei-Hung Chiu, 2016-06-10 This book discusses the scope of science education research and practice in Asia. It is divided into five sections: the first consists of nine chapters providing overviews of science education in Asia (China, Lebanon, Macau, Malaysia, Mongolia, Oman, Singapore, Taiwan, and Thailand). The second section offers chapters on content analysis of research articles, while the third includes three chapters on assessment and curriculum. The fourth section includes four chapters on innovative technology in science education; and the fifth section consists of four chapters on professional development, and informal learning. Each section also has additional chapters providing specific comments on the content. This collection of works provides readers with a starting point to better understand the current state of science education in Asia. |
| nuffield a level physics: Teaching and Learning Science Judith Bennett, 2005-12-07 There is increasingly wide agreement among teachers, researchers, inspectors, advisers and policy-makers that both teaching and research will benefit from being brought closer together. But how can this be achieved? Hard-pressed practitioners cannot be expected to review a constant flow of conference papers, journals and other publications, even if such items were accessibly written. This unique book synthesizes relevant research findings for the professional practitioner and highlights their implications for the quality of teaching and learning. Whether you are a teacher looking to enhance your practice or a researcher looking for a concise overview of or a researcher looking for a concise overview of the literature, this book will be a valuable acquisition. |
| nuffield a level physics: Transnational Perspectives on Curriculum History Gary McCulloch, Ivor Goodson, Mariano González-Delgado, 2019-11-22 This book offers a remarkable range of research that emphasises the need to analyse the shaping of curricula under historical, social and political variables. Teachers’ life stories, the Cold War as a contextual element that framed curricular transformations in the US and Europe, and the study of trends in education policy at transnational level are issues addressed throughout. The book presents new lines of work, offering multidisciplinary perspectives and provides an overview of how to move forwards. The book brings together the work of international specialists on Curriculum History and presents research that offers new perspectives and methodologies from which to approach the study of the History of Education and Educational Policy. It offers new debates which rethink the historical study of the curriculum and offers a strong interdisciplinary approach, with contributions across Education, History and the Social Sciences. This book will be of great interest for academics and researchers in the fields of education and curriculum studies. It will also appeal to educational professionals, teachers and policy makers. |
| nuffield a level physics: Learning to Teach Science in the Secondary School Rob Toplis, Jenny Frost, 2004-07-15 The second edition of this popular student textbook presents an up-to-date and comprehensive introduction to the process and practice of teaching and learning science in the secondary school. |
| nuffield a level physics: A Love of Discovery Robert Karplus, 2002-01-31 Robert Karplus, a professor of physics at the University of California, Berkeley, USA, became a leader in the movement to reform elementary school science in the 1960s. This book selects the enduring aspects of his work and presents them for the scientists and science educators of today. In an era when `science education for ALL students' has become the clarion call, the insights and works of Robert Karplus are as relevant now as they were in the 1960s, '70s, and '80s. This book tries to capture the essence of his life and work and presents selections of his published articles in a helpful context. |
| nuffield a level physics: Education in England and Wales Franklin Parker, Betty June Parker, 2018-02-06 Originally published in 1991, this title was begun just before passage of the Education Reform Act of 1988 (ERA 88), which was implemented in the 1990s. This major act along with still-in-force provisions of the 1944 Education Act (with its 17 amendments) comprises the statutes governing education in England and Wales. The study reflects both the criticism and the praise showered on that important legislation, particularly in the Brief History and School Structure sections, and in Chapter 1 with its longer than usual annotations on ERA 88. |
| nuffield a level physics: British Education Index , 1986 |
| nuffield a level physics: Teachers Investigate Their Work Herbert Altrichter, Peter Posch, Bridget Somekh, 1993 Arranged as a handbook with 41 practical methods and strategies to put into action, this is an essential guide for any teacher or group interested in beginning an action research project. |
| nuffield a level physics: Teaching Science Jenny Frost, Richard B. Ingle, 2014-02-25 First published in 1995.This teaching book is packed with practical ideas and advice for the beginning science teacher. It is based on three simple principles regarding teaching methods: a principle of variety; a principle of careful and appropriate choice; and a principle of skilful and carefully prepared implementation. Through a wide range of examples, the authors discuss in richly illustrated detail what these principles involve in practice. All the examples are real ones taken from recent classroom experience, made more vivid by a large collection of photographs documenting the steps and phases involved in each kind of approach. |
| nuffield a level physics: Teachers Investigate Their Work Herbert Altricher, Allan Feldman, Peter Posch, Bridget Somekh, 2005-09-29 Teachers Investigate Their Work introduces the methods and concepts of action research through examples drawn from studies carried out by teachers. The book is arranged as a handbook with numerous sub-headings for easy reference and fourty-one practical methods and strategies to put into action, some of them flagged as suitable `starters'. Throughout the book, the authors draw on their international practical experience of action research, working in close collaboration with teachers. It is an essential guide for teachers, senior staff and co-ordinators of teacher professional development who are interested in investigating their own practice in order to improve it. |
| nuffield a level physics: Changing Teacher Professionalism Sharon Gewirtz, Pat Mahony, Ian Hextall, Alan Cribb, 2009-01-08 Significant changes in the policy and social context of teaching over the last 30 years have had substantial implications for teacher professionalism. This collection of work by leading international scholars in the field makes a unique contribution to understanding both how these changes are impacting on teaching and how teachers might change their practice for the better. |
| nuffield a level physics: Solid State Phenomena R. Lawrance, R. K. Maynard, 2015-12-21 Solid State Phenomena explores the fundamentals of the structure and their influence on the properties of solids. This book is composed of five chapters that focus on the electrical and thermal conductivities of crystalline solids. Chapter 1 describes the nature of solids, particularly metals and crystalline materials. This chapter also presents a model to evaluate crystal structure, the forces between atom pairs, and the mechanism of plastic and elastic deformation. Chapter 2 demonstrates random vibrations of atoms in a solid using a one-dimensional array, while Chapter 3 examines the resistance of tungsten under various temperatures and measures its temperature coefficient of resistance. Chapter 4 surveys the increase in the number of conducting electrons in a solid when illuminated with light of sufficiently high photon energy to excite electrons out of filled valence bands. Chapter 5 considers the concept of diagmagnetism, paramagnetism, and ferromagnetism in solids. |
| nuffield a level physics: Report of the International Clearinghouse on Science and Mathematics Curricular Developments International Clearinghouse on Science and Mathematics Curricular Developments, 1977 |
| nuffield a level physics: Knowledge and Development J. M. Gallagher, 2012-12-06 IRVING E. SIGEL This volume of essays is a broad-gauged effort directed at reflections on the applicability of Piagetian theory to education. Identification and de termination of the relevance of Piagetian theory to education is of course not new. The bibliographies in this volume do attest to that assertion. Then why the persistent interest and why still another volume? Rather than deal with the relevance of each article to these issues, let us deal with the basic question of why such continued interest in application of Piagetian theory to education, and further raise the problem of the feasi bility of such a task. Three questions come immediately to mind: Why the interest in applicability? What are some of the problems that arise in application? Is Piagetian theory applicable to education? Why the continued interest in application of Piagetian theory in education? The answer to this question resides in the sociological and educational issues that arose twenty years ago and still persist in American education-namely, the need to upgrade the quality of education by providing a coherent conceptual system with a developmental em phasis. People gravitated to Pia get because it was the only major system sufficiently comprehensive, as well as substantive. While learning theories abound, they do not tie together general cognitive development with specific relevant content areas, e. g. , development of such knowl edge domains as number, time, space, geometry, etc. Thus, Piaget offers a development framework within which content areas are embedded. |
| nuffield a level physics: Cambridge University Reporter University of Cambridge, 1966 |
| nuffield a level physics: Dissertation Abstracts International , 1963-04 Abstracts of dissertations available on microfilm or as xerographic reproductions. |
| nuffield a level physics: Science Education Keith S. Taber, Ben Akpan, 2016-12-27 This book comprises a wide range of scholarly essays introducing readers to key topics and issues in science education. Science education has become a well established field in its own right, with a vast literature, and many active areas of scholarship. Science Education: An International Course Companion offers an entry point for students seeking a sound but introductory understanding of the key perspectives and areas of thinking in science education. Each account is self-contained and offers a scholarly and research-informed introduction to a particular topic, theme, or perspective, with both citations to key literature and recommendations for more advanced reading. Science Education: An International Course Companion allows readers (such as those preparing for school science teaching, or seeking more advanced specialist qualifications) to obtain a broad familiarity with key issues across the field as well as guiding wider reading about particular topics of interest. The book therefore acts as a reader to support learning across courses in science education internationally. The broad coverage of topics is such that that the book will support students following a diverse range of courses and qualifications. The comprehensive nature of the book will allow course leaders and departments to nominate the book as the key reader to support students – their core ‘course companion’ in science education. |
| nuffield a level physics: INNOVATIVE SCIENCE TEACHING RADHA MOHAN, 2007-02-07 Science teaching has recently evolved as a blend of conventional methods and modern aids owing to the changing needs and techniques of education. This updated Third Edition aims to strike this balance between modern teaching methods and time-tested theories. All the existing chapters are suitably updated and new chapters on theories of learning, teaching models, and statistics are included in the text. Checklists are provided to help teachers handpick appropriate material from the vast available resources. The introductory chapter on statistics should help them interpret and analyze the test scores of their students. THIS NEW EDITION FEATURES • Four new chapters—Statistics for Science Teacher, Theories of Learning, Models of Teaching, and Constructivism in Science Education. • Updated e-learning materials and website addresses relevant to science teaching and teachers. • Completely revised chapters and elaborate coverage of all aspects of modern teaching. This edition of Innovative Science Teaching is designed for the undergraduate and postgraduate students of education specializing in science teaching. It can also be used as reference by physical science teachers and teacher-trainees. |
| nuffield a level physics: New Society , 1977 |
| nuffield a level physics: West African Journal of Education , 1970 |
| nuffield a level physics: Educational Research, European Survey Documentation Centre for Education in Europe, 1971 |
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Nuffield Health looks after your health and wellbeing in ways that go beyond getting you fit and getting you back on your feet, that's what makes us specialists in you. View all services …
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Nuffield Health looks after your health and wellbeing in ways that go beyond getting you fit and getting you back on your feet, that's what makes us specialists in you.
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