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Books on the topic 'Science discipline teaching'

Author: Grafiati
Published: 11 December 2022
Last updated: 26 January 2023

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1

Dibattista, Liborio. Storia della scienza e didattica delle discipline scientifiche. Roma: Armando, 2004.

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2

Information literacy instruction that works: A guide to teaching by discipline and student population. Chicago: Neal-Schuman, an imprint of the American Library Association, 2013.

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3

The development of a discipline: The history of the Political Studies Association. Hoboken, N.J: Wiley-Blackwell, 2010.

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4

Grant, Wyn. The development of a discipline: The history of the Political Studies Association. Chichester, West Sussex: Wiley-Blackwell, 2010.

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5

Fred, Mulder, Weert Tom J. van, and International Federation for Information Processing., eds. Informatics in higher education: Views on informatics and non-informatics curricula : IFIP TC3/WG3.2 International Conferences on Informatics (computer science) as a Discipline and in Other Disciplines: what is common? 17-20 August 1997, Enschede, The Netherlans. London: Chapman & Hall on behalf of the International Federation for Information Processing (IFIP), 1998.

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6

Science at the University of Edinburgh, 1583-1993: An illustrated history to mark the centenary of the Faculty of Science and Engineering, 1893-1993. [Edinburgh]: Faculty of Science and Engineering, University of Edinburgh, 1994.

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7

Les sciences naturelles: Histoire d'une discipline du XIXe au XXe siècle. Paris: L'Harmattan, 2014.

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8

Procter, Margaret. Inventory of resources for teaching writing in the disciplines. [Toronto: s.n., 1993.

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9

Azad, A. K. M. Internet accessible remote laboratories: Scalable E-learning tools for engineering and science disciplines. Hershey, PA: Engineering Science Reference, 2012.

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10

1960-, Bart Jody, ed. Women succeeding in the sciences: Theories and practices across disciplines. West Lafayette, Ind: Purdue University Press, 2000.

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11

Santos, Carlos E. Studying ethnic identity: Methodological and conceptual approaches across disciplines. Washington, D.C: American Psychological Association, 2015.

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12

D, Anderson Ronald, University of Colorado (System). Curriculum Reform Project., and United States. Office of Educational Research and Improvement. Office of Research., eds. Issues of curriculum reform in science, mathematics, and higher order thinking across the disciplines. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, Office of Research, 1994.

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13

1970-, Duval David Timothy, and Shaw Gareth, eds. Student's guide to writing dissertations and theses in tourism studies and related disciplines. New York, NY: Routledge, 2013.

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14

Akateva, Marina, and Svetlana Beskorovaynaya. Theoretical and methodological assessment of accounting and reporting adaptation processes in the context of global integration of Russian and international legislation. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1080624.

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The monograph is devoted to the fundamental scientific, theoretical, organizational and methodological issues of harmonization of accounting and reporting of Russian economic entities, understanding and professional assessment, including in the retrospective aspect. For postgraduates, undergraduates and students of the financial and economic direction. The materials of the monograph can be used in the educational process as part of teaching a number of accounting, financial and legal disciplines, as well as for further research in the field of accounting science and practice.
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15

Murray, Richard A. (Richard Allen), 1973-, ed. What Do Employers Want?: A Guide for Library Science Students. Santa Barbara, California: Libraries Unlimited, an imprint of ABC-CLIO, LLC, 2012.

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16

An information literacy blueprint for the disciplines. Westport, Conn: Libraries Unlimited, 2008.

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17

D, Zamora Mario, ed. The Social sciences and international education: A reader. Dubuque, Iowa: Kendall/Hunt Pub. Co., 1989.

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18

Rankin, Virginia. The thoughtful researcher: Teaching the research process to middle school students. Englewood, Colo: Libraries Unlimited, 1999.

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19

R, McClure Charles, and Hernon Peter, eds. Library and information science research: Perspectives and strategies for improvement. Norwood, N.J: Ablex Pub. Corp., 1991.

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20

LaGuardia, Cheryl. Designing, building, and teaching in the electronic library classroom. New York: Neal-Schuman, 2003.

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21

Wichman, Emily T. Librarian's guide to passive programming: Easy and affordable activities for all ages. Santa Barbara, California: Libraries Unlimited, An imprint of ABC-CLIO, LLC, 2012.

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22

1949-, Beyer Landon E., ed. Preparing teachers as professionals: The role of educational studies and other liberal disciplines. New York: Teachers College Press, 1989.

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23

Matthews, Stephen A. Crash course in strategic planning. Santa Barbara, California: Libraries Unlimited, 2013.

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24

Deskins, Liz. Linking picture book biographies to national content standards: 200+ lives to explore. Santa Barbara, CA: Libraries Unlimited, 2016.

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25

Bettin Lattes, Gianfranco, and Paolo Turi, eds. La sociologia di Luciano Cavalli. Florence: Firenze University Press, 2008. http://dx.doi.org/10.36253/978-88-8453-644-0.

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The Faculty of Political Science of Florence – the oldest school of political and social science in Italy, founded in 1875 by Carlo Alfieri and named after his father Cesare – has a tradition of study that is widely recognised, even abroad, to which the cultural project of this series is related. The first book is dedicated to the research activity carried out by Luciano Cavalli and the profound traces that it has left on Italian and European sociology. Now Professor Emeritus, Luciano Cavalli taught and worked at the "Cesare Alfieri" for many years from 1966 on. Around his commitment as a "pioneer" of sociology in Italy he mustered an array of sociologists, active in different universities, many of whom have opened up new frontiers within the discipline and have successfully cultivated a dialogue with the other social sciences, as the contents of the book clearly illustrate. This extensive collection of essays offers a clear image of the fertile sociological work that burgeoned around the scientific commitment of Luciano Cavalli and was often generated by his own action of cultural stimulus. The three sections into which the book is divided – Portrait of an intellectual, The sociology of political phenomena and Sociological theory and social change – address issues of great relevance to the contemporary sociological debate. The rapport between the democratic construction of the modern State and the role and functions of the leadership, the relations between citizens and leaders, the various forms of the democratic institutional structures and the transformations of political culture are interwoven with the Neo-Weberian interpretation of the charisma theory that Cavalli masterfully proposed. Also particularly significant and topical are the critical reflections made by writers whose scientific itinerary has run parallel to that of Cavalli for decisive stretches, and who were and are bound to his teaching when they tackle arguments such as the changes in urban life, immigration and the problems of economic, political and social development in our times.
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26

Committee on Applied and Theoretical Statistics, Division of Behavioral and Social Sciences and Education, National Academies of Sciences, Engineering, and Medicine, Division on Engineering and Physical Sciences, and Board on Science Education. Envisioning the Data Science Discipline : The Undergraduate Perspective: Interim Report. National Academies Press, 2018.

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27

Committee on Applied and Theoretical Statistics, Division of Behavioral and Social Sciences and Education, National Academies of Sciences, Engineering, and Medicine, Division on Engineering and Physical Sciences, and Board on Science Education. Envisioning the Data Science Discipline : The Undergraduate Perspective: Interim Report. National Academies Press, 2018.

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28

Committee on Applied and Theoretical Statistics, Division of Behavioral and Social Sciences and Education, National Academies of Sciences, Engineering, and Medicine, Division on Engineering and Physical Sciences, and Board on Science Education. Envisioning the Data Science Discipline : The Undergraduate Perspective: Interim Report. National Academies Press, 2018.

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29

C, Bernardini, and Università degli studi di Roma "La Sapienza." Laboratorio di didattica delle scienze., eds. Le Trame concettuali delle discipline scientifiche: Problemi dell'insegnamento scientifico. Scandicci, Firenze: La Nuova Italia, 1985.

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30

Marbach-Ad, Gili, Laura C. Egan, and Katerina V. Thompson. Discipline-Based Teaching and Learning Center: A Model for Professional Development. Springer, 2015.

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31

Marbach-Ad, Gili, Laura C. Egan, and Katerina V. Thompson. A Discipline-Based Teaching and Learning Center: A Model for Professional Development. Springer, 2015.

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32

Marbach-Ad, Gili, Laura C. Egan, and Katerina V. Thompson. A Discipline-Based Teaching and Learning Center: A Model for Professional Development. Springer, 2016.

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33

Committee on the Status, Contributions, and Future Directions of Discipline-Based Education Research, Susan R. Singer, Heidi A. Schweingruber, Board on Science Education, and Natalie R. Nielsen. Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering. National Academies Press, 2012.

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34

Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering. National Academies Press, 2012.

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35

Howell, Kathy. The culture of undergraduate computer science education: Its role in promoting equity within the discipline. 1996.

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36

Information Literacy Instruction that Works: A Guide to Teaching By Discipline and Student Population. Neal-Schuman Publishers, 2006.

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37

Interdisciplinarity: Its Role in a Discipline-based Academy. Oxford University Press, 2014.

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38

Kneuer, Marianne, and Helen V. Milner, eds. Political Science and Digitalization – Global Perspectives. Verlag Barbara Budrich, 2019. http://dx.doi.org/10.3224/84742332.

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Digitalization is not only a new research subject for political science, but a transformative force for the discipline in terms of teaching and learning as well as research methods and publishing. This volume provides the first account of the influence of digitalization on the discipline of political science including contributions from 20 different countries. It presents a regional stocktaking of the challenges and opportunities of digitalization in most world regions.
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39

Dewar, Jacqueline M. Understanding the Scholarship of Teaching and Learning (SoTL). Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198821212.003.0002.

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Chapter 1 describes the origins of the scholarship of teaching and learning (SoTL) movement and explores the distinctions among SoTL, good teaching, and scholarly teaching. It also discusses the development of discipline-based education research (DBER) into undergraduate teaching and learning in science, technology, engineering, and mathematics (STEM) fields. Since this varies by discipline, the chapter provides some details and additional references for the origins of DBER in physics, biology, chemistry, and engineering. It then examines in more depth the distinctions between SoTL and education research in the discipline of mathematics. The chapter discusses the critical issue of how to evaluate SoTL work. It acknowledges the spectrum of possibilities for how the work is valued for tenure and promotion, and closes with a discussion of implications for junior faculty who wish to engage in SoTL.
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40

Forging a Discipline: A Critical Assessment of Oxford's Development of the Study of Politics and International Relations in Comparative Perspective. Oxford University Press, 2014.

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41

King, Desmond, Christopher Hood, and Gillian Peele. Forging a Discipline: A Critical Assessment of Oxford's Development of the Study of Politics and International Relations in Comparative Perspective. Oxford University Press, 2014.

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42

Tribe, Keith. Constructing Economic Science. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190491741.001.0001.

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Constructing Economic Science demonstrates how an existing public discourse, political economy, was transformed in the early twentieth century into a new university discipline: economics. This change in location brought about a restructuring of economic knowledge. Finance, student numbers, curricula, teaching, new media, and the demands of employment all played their part in shaping economics as it is known today. It was broadly accepted in the later nineteenth century that industrialising economies required the skilled and specialised workforce that universities could provide. Advocacy for the teaching of commercial subjects was widespread and international. In Cambridge, Alfred Marshall was alone in arguing that economics, not commerce, provided the most suitable training for the administration and business of the future; and in 1903 he founded the first three-year undergraduate economics programme. This was by no means the end of the story, however. What economics was, how Marshall thought it should be taught, had by the 1920s become contested, and in Britain the London School of Economics gained dominance in defining the new science. By the 1930s, American universities had already moved on from undergraduate to graduate teaching, whereas in Britain university education remained focussed upon undergraduate education. At the same time, public policy was reformulated in terms of economic means and ends—relating to postwar reconstruction, employment, and social welfare—and international economics became American economics. This study charts the conditions that initially shaped the “science” of economics, providing in turn a foundation for an understanding of the way in which this new language itself subsequently transformed public policy.
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43

Anderson, Leah Seppanen. Teaching Post-Communist Politics. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190846626.013.313.

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A review of undergraduate course offerings at top-ranked colleges and universities in the United States and analysis of course syllabi from undergraduate programs in political science have revealed certain trends in the teaching post-communist politics. For instance, majority of schools now offer post-communist politics courses, although a student at a national university is more likely than one at a liberal arts institution to have the opportunity to learn about the region. Regardless of the type of school, students will most commonly study post-communism from a comparative, rather than international relations, perspective. Comparative courses usually focus on Russia and East Central Europe. Undergraduates curious about why a course on Russian politics matters will most often find syllabi that present the course as an examination of one of the most “dramatic political events of the twentieth century.” The examination of political change and continuing instability or chaos in Russian politics is another common theme. A few syllabi structure the course around theoretical concerns of the discipline and practical policy questions, framing the semester as a study of the quality and scope of democracy in Russia since the end of communism. East Central European (ECE) politics courses encompass multiple states, which creates opportunities and challenges not present in teaching Russian politics. Undergraduates are most likely introduced to East Central Europe through a thematic study of the entire region rather than extensive, individual country case studies.
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44

Frey, Regina F., Mark A. McDaniel, and Susan M. Fitzpatrick. Integrating Cognitive Science with Innovative Teaching in STEM Disciplines. Washington University Libraries, 2014.

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45

Frey, Regina F., Mark A. McDaniel, and Susan M. Fitzpatrick. Integrating Cognitive Science with Innovative Teaching in STEM Disciplines. Washington University Libraries, 2014.

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46

Frey, Regina F., Mark A. McDaniel, and Susan M. Fitzpatrick. Integrating Cognitive Science with Innovative Teaching in STEM Disciplines. Washington University Libraries, 2014.

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47

Fleck, Christian, Matthias Duller, and Victor Karády. Shaping Human Science Disciplines: Institutional Developments in Europe and Beyond. Palgrave Macmillan, 2019.

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48

Fleck, Christian, Matthias Duller, and Victor Karády. Shaping Human Science Disciplines: Institutional Developments in Europe and Beyond. Palgrave Macmillan, 2018.

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49

Information Literacy: Research and Collaboration across Disciplines. CSU Open Press, 2017.

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50

Sherstyuk, M. V. The history of Medieval Russia. Publishing house of the Russian state agrarian University UN-TA im. K. A. Timiryazeva, 2021. http://dx.doi.org/10.26897/978-5-0053-5120-3-2021-80.

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The proposed textbook takes into account the peculiarities of teaching the discipline "History (history of Russia, general history)" to students of higher agricultural educational institutions. This textbook is intended for independent study as a supplement to the lecture courses "History (history of Russia, general history)" and "Cultural Studies" for students studying in the following areas: 36.03.02 Animal Science, 06.03.01 Biology, 36.05.01 Veterinary Medicine and 36.03.01 Veterinary and sanitary expertise.
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