Books: 'Science education pursuit'

1

Educating angels: Teaching for the pursuit of happiness. Marion, Michigan: Parkhurst Brothers Publishers, Inc., 2013.

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2

Nettles, Michael T. The human capital liabilities of underrepresented minorities in pursuit of science, mathematics, and engineering doctoral degrees. Stanford, CA: National Center for Postsecondary Improvement, Stanford University, School of Education, 1999.

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3

Thomas, Jeanette A. Strategies for pursuing a career in marine mammal science. [Fairbanks, AK: Alaska Sea Grant College Program, 1995.

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4

Takahira, Sayuri. Pursuing excellence: A study of U.S. twelfth-grade mathematics and science achievement in international context. Washington, D.C: National Center for Education Statistics, Office of Educational Research and Improvement, U.S. Dept. of Education, 1998.

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5

The hope for American school reform: The Cold War pursuit of inquiry learning in social studies. New York: Palgrave Macmillan, 2011.

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6

Boffo, Vanna, Sabina Falconi, and Tamara Zappaterra, eds. Per una formazione al lavoro. Florence: Firenze University Press, 2012. http://dx.doi.org/10.36253/978-88-6655-304-5.

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The volume is a collection of the papers from a study seminar held at the University of Florence Faculty of Education and Training Sciences in March 2012 entitled Formazione e orientamento al lavoro. Le sfide della disabilità adulta. The aim of the initiative was to highlight a topic/problem which has little or no resonance in civil society, or in study and research contexts, namely, training and career guidance for disabled adults. The volume also recounts a course of studies carried out by Le Rose, a cooperative from the municipality of Florence, involving empirical research on the relationship between disability and job placement. As well as proposing an interdisciplinary and multifaceted reflection on a definitely innovative topic, the intention is to emphasize the central place of work in the lives of all people and the role that suitable education and training plays in constructing the adult identity. Care for the place where the job training is carried out, as well as attention to the relationships and actions pursued by the workers undertaking to develop job placement programmes, are central dimensions for the construction of a renewed culture of inclusion, citizenship and social and personal recognition.

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7

Encouraging minority students to pursue science, technology, engineering and math careers: A briefing before the United States Commission on Civil Rights held in Washington, D.C. Washington, D.C: U.S. Commission on Civil Rights, 2010.

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8

1928-, Köpke Wulf, and International Herder Society, eds. Johann Gottfried Herder: Academic disciplines and the pursuit of knowledge. Columbia, SC: Camden House, 1996.

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9

Perry, Dana G. Higher Education of People of Color: Views on Effectiveness of Historically Black Colleges and Universities and Encouraging Pursuit of STEM Careers. Nova Science Publishers, Incorporated, 2015.

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10

Koepke, Wulf. Johann Gottfried Herder: Academic Disciplines and the Pursuit of Knowledge (Studies in German Literature Linguistics and Culture). Camden House, 1997.

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11

Bow, Charles Bradford. Dugald Stewart's Empire of the Mind. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780192865380.001.0001.

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Abstract Dugald Stewart’s Empire of the Mind recasts the cultivation of a democratic intellect in the late Scottish Enlightenment. It comprises an intellectual history of what was at stake in moral education during a transitional period of revolutionary change between 1772 and 1828. Stewart was a child of the Scottish Enlightenment, who inherited the Scottish philosophical tradition of teaching metaphysics as moral philosophy from the tuition of Adam Ferguson and Thomas Reid. But the Scottish Enlightenment intellectual culture of his youth changed in the aftermath of the French Revolution. Stewart sustained the Scottish school of philosophy by transforming the tradition of teaching the science of mind as professor of moral philosophy at the University of Edinburgh. His elementary system of moral education fostered an empire of the mind in the universal pursuit of happiness. The democratization of Stewart’s didactic Enlightenment—the instruction of moral improvement—in a globalizing, interconnected nineteenth-century knowledge economy will be examined in this book.

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12

Mura, Anna, and Tony J. Prescott. A sketch of the education landscape in biomimetic and biohybrid systems. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199674923.003.0064.

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The Living Machines approach, which can be seen as an exemplar methodology for a wider initiative towards “convergent science,” implies and requires a transdisciplinary understanding that bridges from between science and engineering and to the social sciences, arts, and humanities. In addition, it emphasizes a mix of basic and applied approaches whilst also requiring an awareness of the societal context in which modern research and innovation activities are conducted. This chapter explores the education landscape for postgraduate programs related to the concept of Living Machines, highlighting some challenges that should be addressed and providing suggestions for future course development and policy making. The chapter also reviews some of the within-discipline and across-discipline programs that currently exist, particularly within Europe and the US, and outlines an exemplar degree program that could provide the multi-faceted training needed to pursue research and innovation in Living Machines.

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13

Feminist Theory in Pursuit of the Public Education Politics and Public Life Paperback. Palgrave MacMillan, 2011.

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14

Weissmark, Mona Sue. The Science of Diversity. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190686345.001.0001.

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Using a multidisciplinary approach, The Science of Diversity reveals the theories, principles, and paradigms that illuminate people’s understanding of the issues surrounding human diversity, social equality, and justice. Noted psychologist and educator Dr. Mona Weissmark assembles a rich array of research from anthropology, biology, religious studies, and the social sciences to write a scholarly diorama of diversity. This book contextualizes diversity historically, tracing the evolution of ideas about “the other” and about “we” and “them” to various forms of social organization—from the “hunter-gather,” face-to-face, shared resource model to the anomie of megacities. Moreover, it explicates the concept of diversity, analyzing its meaning over time, place, and polity—from ancient Greece to the time of Donald Trump, from biblical parables to United Nations pronouncements. Ultimately, drawing on the author’s groundbreaking research work with the children of Nazis and the children of Holocaust survivors, the book suggests that one potential antidote to ethnic strife lies in the pursuit of Immanuel Kant’s mandate, sapere aude (dare to know), combined with the development of compassion.

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15

Garland, Ann F. Pursuing a Career in Mental Health. Oxford University Press, 2022. http://dx.doi.org/10.1093/med-psych/9780197544716.001.0001.

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Many people are interested in pursuing a career in mental health but may be uncertain about career options. This book helps to identify the best educational path for their interests and prepare for success. Throughout, mental health professionals share inspiring wisdom to build realistic expectations and highlight key decision points. Comprehensive information about the disciplines of counseling, marital/couples and family therapy, psychology, psychiatry, psychiatric nursing, and social work is provided, along with an expansive array of job possibilities. Practical guidance about master’s versus doctoral degrees, graduate admissions success, educational costs, and salary projections is offered. Readers learn about how diversity and inclusion issues as well as laws and ethics impact mental health and how to prevent career burnout. Thought-provoking chapters promote balanced respect for both the healing art and the science of mental health and forecast innovations that will shape the field into the future. Finally, multimedia resources are recommended to boost career preparedness.

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16

Kenty, Janet Rogers. MATCHING SOCIAL SUPPORT AND STRESS: AN INVESTIGATIVE STUDY OF FEMALE NURSING FACULTY PURSUING DOCTORAL STUDY. 1995.

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17

Alvesson, Mats, Yiannis Gabriel, and Roland Paulsen. Recovering Meaning Through Policy Changes. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198787099.003.0008.

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This chapter examines how wider social forces, including globalization, neo-liberal economics, and widening participation in higher education shape government policies, and how much space these allow for academics to pursue meaningful and socially useful research. It assesses how various research evaluation schemes can be made more effective and meaningful, and how they may encourage more relevant research in the social sciences. The chapter addresses the use of bibliometrics (citations indices) and measurements aimed at assessing the impact of academic research. It also examines how teaching may be restored as in its rightful place as a core meaningful activity for social science academics. Teaching must once again anchor the identities and practices of academics, whether they see themselves as research-active or inactive, as long as they seek to maintain active scholarly identities.

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18

Holmes, A. Jean Visocky. ASSOCIATE DEGREE REGISTERED NURSES WHO PURSUE A BACCALAUREATE DEGREE AND THOSE WHO DO NOT (REGISTERED NURSES). 1992.

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19

Root, Sylvia Meador. REGISTERED NURSES WHO DO AND WHO DO NOT PURSUE THE BACCALAUREATE DEGREE IN NURSING (BSN). 1991.

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20

Boudreau, J. Donald, Eric Cassell, and Abraham Fuks. Physicianship and the Rebirth of Medical Education. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199370818.001.0001.

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This book reimagines medical education and reconstructs its design. It originates from a reappraisal of the goals of medicine and the nature of the relationship between doctor and patient. The educational blueprint outlined is called the “Physicianship Curriculum” and rests on two linchpins. First is a new definition of sickness: Patients know themselves to be ill when they cannot pursue their purposes and goals in life because of impairments in functioning. This perspective represents a bulwark against medical attention shifting from patients to diseases. The curriculum teaches about patients as functional persons, from their anatomy to their social selves, starting in the first days of the educational program and continuing throughout. Their teaching also rests on the rock-solid grounding of medicine in the sciences and scientific understandings of disease and function. The illness definition and knowledge base together create a foundation for authentic patient-centeredness. Second, the training of physicians depends on and culminates in development of a unique professional identity. This is grounded in the historical evolution of the profession, reaching back to Hippocrates. It leads to reformulation of the educational process as clinical apprenticeships and moral mentorships. “Rebirth” in the title suggests that critical ingredients of medical education have previously been articulated. The book argues that the apprenticeship model, as experienced, enriched, taught, and exemplified by William Osler, constitutes a time-honored foundation. Osler’s “natural method of teaching the subject of medicine” is a precursor to the Physicianship Curriculum.

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21

Duffy, Ali. Careers in Dance. Human Kinetics, 2021. http://dx.doi.org/10.5040/9781718212701.

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Never before has a greater variety of careers been available in dance—and never before has such comprehensive, expert guidance on those burgeoning careers been accessible in one book. Careers in Dance is a master guide that will help students navigate the expanding opportunities in dance and familiarize current professionals with potential career choices that best align with their pursuits and strengths. This highly practical text offers a wealth of information on career options in a variety of settings and with a variety of focuses, including commercial ventures, scholarly pursuits, administrative avenues, medical and scientific settings, and interdisciplinary opportunities. Readers are guided in discovering their deepest interests and learning how to translate their unique strengths into rich and fulfilling careers. In keeping with recent trends in higher education dance programs, Careers in Dance spotlights entrepreneurship and leadership opportunities for dancers, delving into an array of options and offering much-needed advice. The book covers some of the social and cultural influences that affect success in the field, and it explores various career opportunities: • K-12 and postsecondary dance education • Dance studios • Performance, choreography, and production • Dance research, analytical writing, and journalism • Dance administration and advocacy • Dance science, therapy, and medical and somatic practices • Private competition companies • Technical theater and related areas The text also helps readers understand the connections between dance and other disciplines. For example, it details the interdisciplinary opportunities involving technology, technical theater, and media. It also notes the possibilities for continued education in graduate school programs and suggests approaches to acclimating to life as a working professional. Careers in Dance offers two recurring elements throughout the book: 1. Profiles of, and interviews with, esteemed professional dancers, revealing their real-world experiences and affording insights into different dance careers 2. Reflection prompts that encourage self-reflection and prepare readers to seek career development and career advancement opportunities This text explores the opportunities dance students and professionals can pursue, helps them pinpoint their areas of interest and strengths, and equips them to create their unique paths to a fulfilling career in dance. In doing so, Careers in Dance provides the advice and strategies dancers need to actualize their own destinies in dance. AUDIENCE Text for undergraduate courses on careers, entrepreneurship, and leadership, and for dance students embarking on careers. Reference for professionals considering career changes in the dance field.

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22

Evans, R., and Ronald W. Evans. Hope for American School Reform: The Cold War Pursuit of Inquiry Learning in Social Studies. Palgrave Macmillan, 2010.

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23

Evans, Ronald W. Hope for American School Reform: The Cold War Pursuit of Inquiry Learning in Social Studies. Palgrave Macmillan, 2010.

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24

Evans, Ronald W. Hope for American School Reform: The Cold War Pursuit of Inquiry Learning in Social Studies. Palgrave Macmillan, 2011.

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25

The Hope For American School Reform The Cold War Pursuit Of Inquiry Learning In Social Studies. Palgrave MacMillan, 2012.

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26

1956-, Olson Steve, Fagen Adam P, and National Research Council (U.S.) Board on Life Sciences., eds. Understanding interventions that encourage minorities to pursue research careers: Summary of a workshop. Washington, D.C: National Academies Press, 2007.

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27

Miller, Terry Weird. THE CAREER CREATION PROCESS OF PERSONS WITH PREVIOUS COLLEGE DEGREES PURSUING NURSING AS A CAREER CHANGE. 1991.

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28

Kühnen, Ulrich, and Marieke van Egmond. Learning. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198789710.003.0012.

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Do metacognitive beliefs about learning differ across cultures? This chapter reviews relevant literature from different fields (in particular from educational science and from social, cognitive, and educational psychology). Building on previous work, it argues that Western students conceptualize learning primarily as the acquisition of knowledge and the development of mental skills (“mind orientation”). According to the “virtue orientation” that is more prevalent among Asians, learning encompasses in addition the pursuit of moral and social development. Both orientations are embedded in intellectual traditions that go back to ancient times (i.e., to Socrates in the West and to Confucius in the East). They are also associated with the culturally conferred understanding of what it means to be a good person, which differs between individualist and collectivist societies. The chapter reviews the empirical literature showing that discrepancies in learning beliefs between faculty and students from diverse backgrounds are detrimental for academic satisfaction and performance.

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29

Kritz, Mary M., and Douglas T. Gurak. International Student Mobility. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198815273.003.0011.

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This chapter examines the role that sending country structural factors play in influencing the proportion of tertiary students studying abroad. It examines how outbound mobility ratio (OMR) responds to sending county supply and demand for tertiary education, population size, per capital GDP, development, education expenditures, and other factors. In all Ordinary Least Squares (OLS) and fixed-effect model specifications, the OMR had a negative relationship to tertiary supply. While countries with larger populations send more students abroad, they have smaller OMRs. Fixed-effects models also showed that changes in tertiary supply and the percentage of GDP spent on tertiary education were negatively related to OMRs. The chapter reviews government scholarship programmes sponsored by Global South countries and the practices they pursue to encourage student return and strengthen tertiary capacity in science, technology, engineering, and mathematics (STEM). These programmes in developing countries in Africa, Asia, and Latin America are changing international student flows.

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30

Teitelbaum, Michael S. High-Skilled Migration Policy Challenges from a US Perspective. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198815273.003.0007.

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This chapter addresses the arguments and available evidence about the complex intersections among basic research, claimed STEM (Science, Technology, Engineering, Mathematics) talent shortages, migration policy, and US economic growth. ‘Technical progress’ is a critical factor in economic growth, especially in the modern world of the ‘knowledge economy’. On the basis of this, should the US and other governments seek to increase their nations’ economic growth by expanding investments in basic research, or does basic research produce ‘global public goods’ that can readily be exploited economically by other countries? Should governments expand the number of domestic students pursuing higher education in science and engineering while also facilitating global recruitment by expanding temporary visas in these fields, or do these two approaches involve mutual contradictions? To what extent does the US government make available the migration data needed to assess such questions or support objective research and analysis on these issues?

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31

United States. Office of Educational Research and Improvement, ed. Discussion guide for "A video presentation of Pursuing excellence": Attaining excellence : TIMSS as a starting point to examine U.S. education. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, 1997.

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32

Lindenfeld, Peter. Fragments of Time: From a Secure Childhood in Prewar Vienna to the Challenges of Emigration, Adaptation, and Pursuits in Science and in Educational and Social Change. Lindenfeld, Peter, 2021.

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33

Lindenfeld, Peter. Fragments of Time: From a Secure Childhood in Prewar Vienna to the Challenges of Emigration, Adaptation, and Pursuits in Science and in Educational and Social Change. Lindenfeld, Peter, 2021.

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34

Lindenfeld, Peter. Fragments of Time: From a Secure Childhood in Prewar Vienna to the Challenges of Emigration, Adaptation, and Pursuits in Science and in Educational and Social Change. Lindenfeld, Peter, 2021.

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35

Peach, Ken. Universities and Laboratories. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198796077.003.0003.

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This chapter describes the institutions that do science (universities and laboratories), and discusses their organization and structure, as well as the similarities and difference between universities and national and international laboratories. A university is generally understood to be an institute of higher education; it offers teaching to academic degree standard, and pursues research and scholarship. In contrast, laboratories have usually a well-defined domain and limited scope for enquiry beyond that domain. The business of running a university or a laboratory and the structures needed to support them are described, and the concepts of vision, mission, strategic planning and research funding are introduced and described. Academic freedom and research ethics are also discussed.

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36

1964-, Gonzales Patrick Andrew, National Center for Education Statistics., and Third International Mathematics and Science Study-Repeat., eds. Pursuing excellence: Comparisons of international eighth-grade mathematics and science achievement from a U.S. perspective, 1995 and 1999 : initial findings from the Third International Mathematics and Science Study-Repeat. Washington, D.C: National Center for Education Statistics, 2001.

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37

United States. Office of Educational Research and Improvement, ed. NCES Announces the Release of Pursuing Excellence: A Study of U.S. Twelfth-Grade Mathematics and Science Achievement in International Context, Announcement, National Center for Education Statistics, September 1998. [S.l: s.n., 1998.

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38

Pursuing excellence: Comparisons of international eighth-grade mathematics and science achievement from a U.S. perspective, 1995 and 1999 : Initial findings ... Study-Repeat (Statistical analysis report). For sale by the Supt. of Docs., U.S. G.P.O, 2001.

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39

Parshall, Karen Hunger. The New Era in American Mathematics, 1920-1950. Princeton University Press, 2022. http://dx.doi.org/10.23943/princeton/9780691197555.001.0001.

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As the Roaring Twenties lurched into the Great Depression, to be followed by the scourge of Nazi Germany and World War II, American mathematicians pursued their research, positioned themselves collectively within American science, and rose to global mathematical hegemony. How did they do it? This book explores the institutional, financial, social, and political forces that shaped and supported this community in the first half of the twentieth century. In doing so, the book debunks the widely held view that American mathematics only thrived after European émigrés fled to the shores of the United States. Drawing from extensive archival and primary-source research, the book uncovers the key players in American mathematics who worked together to effect change and looks at their research output over the course of three decades. The book highlights the educational, professional, philanthropic, and governmental entities that bolstered progress. And it uncovers the strategies implemented by American mathematicians in their quest for the advancement of knowledge. Throughout, is considered how geopolitical circumstances shifted the course of the discipline. Examining how the American mathematical community asserted itself on the international stage, the book shows the way one nation became the focal point for the field.

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40

Lærke, Mogens. Spinoza and the Freedom of Philosophizing. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192895417.001.0001.

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In the seventeenth century, a new kind of public sphere emerged in the Dutch Republic. Courtly structures of political advice made room for new, republican forms of public consultation between the sovereign powers and the general citizenry. Missing, however, were guidelines for how and when to address questions of public import, how to shape citizens sufficiently unprejudiced and in possession of their own free judgment to speak up for themselves in public deliberations, and how to ensure that citizens would candidly engage in public speech with the best interest of the republic in mind, and not simply pursue their private advantage with deception and flattery. This book argues that Spinoza’s freedom of philosophizing and the systematic theory he developed to defend it in his 1670 Tractatus theologico-politicus were conceived to provide just such guidelines. It shows how he understood the freedom of philosophizing as a collective style of reasoning and argument based on mutual teaching and advising, providing a model for the public sphere in a free republic. The book studies the conditions under which Spinoza believed such a public sphere of free philosophizing would flourish, including democratic-republican realignment of the structures of political counsel and sovereign command, popular reform of civic education and instruction in the arts and sciences, establishment of a national religion allowing better regulation of a multi-religious society, and the teaching of theological and political doctrines of universal faith and social contract designed to promote the practice of true religion and prevent citizens from persecuting each other.

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Books on the topic 'Science education pursuit'

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