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Auteur : Grafiati

Publié le 7 juillet 2024

Mis à jour le 7 juillet 2024

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1

Study, Biological Sciences Curriculum. Making sense of multidisciplinary science : A model for successful high school implementation. Colorado Springs, CO : BSCS, 2009.

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2

International Conference on Innovative Approaches for Sustainable Capacity Building for Insect Science Leadership in Africa (1991 Bellagio, Italy). Insect science education in Africa : The ICIPE Graduate School model : proceedings. [New York] : Rockefeller Foundation, 1991.

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3

Ebenezer, Jazlin V. Learning to teach science : A model for the 21st century. Scarborough, ON : Prentice Hall Allyn & Bacon Canada, 1999.

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4

Ebenezer, Jazlin V. Learning to teach science : A model for the 21st century. Upper Saddle River, N.J : Merrill, 1998.

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5

McNaughton, S. Designing better schools for culturally and linguistically diverse children : A science of performance model for research. New York, NY : Routledge, 2011.

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6

International School of Subnuclear Physics (42nd 2004 Erice, Italy). How and where to go beyond the standard model : Proceedings of the International School of Subnuclear Physics. Singapore : World Scientific, 2007.

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7

International School of Subnuclear Physics (30th 1992 Erice, Italy). From superstrings to the real superworld : Proceedings of the International School of Subnuclear Physics. Singapore : World Scientific, 1993.

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8

Thi, Nguyen Hanh, et Educational Resources Information Center (U.S.), dir. Modes of meaning in high school science. Albany, NY : National Research Center on English Learning & Achievement, the University at Albany, State University of New York, 2002.

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9

Rodionov, Mihail, Ekaterina Guseva, Gennadiy Shabanov, Evgeniy Budkin et Lidiya Kapkaeva. Ways and means of ensuring continuity of education between a school and a military university (based on the material of mathematics and computer science). ru : INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1868917.

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The monograph builds a model of profiling the education of schoolchildren based on the implementation of an integrated elective course of military engineering orientation. The main means of ensuring the effective functioning of this model is a system of educational military-applied tasks, the solution of which is carried out with the help of a certain mathematical apparatus using computer support. It is shown that an important factor in the implementation of the continuity of relations between the school and the military university is the effective adaptation of junior cadets to the conditions of university education. Accordingly, the adaptive capabilities of the creative educational environment of the military university are revealed. For students (cadets), postgraduates (adjuncts) and teachers of military and pedagogical universities, as well as for a wide range of readers interested in military training.

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10

Schools, New Jersey Legislature Joint Committee on the Public Schools Subcommittee on Innovative Programs and Charter. Subcommittee meeting of Joint Committee on the Public Schools, Subcommittee on Innovative Programs and Charter Schools : An in-depth look at career and technical education as a model for high school reform : [March 23, 2009, Marine Academy of Technology and Environmental Science, Manahawkin, New Jersey]. Trenton, N.J : Office of Legislative Services, Public Information Office, Hearing Unit, 2009.

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11

New Jersey. Legislature. Joint Committee on the Public Schools. Subcommittee on Innovative Programs and Charter Schools. Subcommittee meeting of Joint Committee on the Public Schools, Subcommittee on Innovative Programs and Charter Schools : An in-depth look at career and technical education as a model for high school reform : [March 23, 2009, Marine Academy of Technology and Environmental Science, Manahawkin, New Jersey]. Trenton, N.J : Office of Legislative Services, Public Information Office, Hearing Unit, 2009.

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12

Levine, David Asher. An accurate and dynamic computer graphics muscle model : Thesis presented to the faculty of the Graduate School of the University of Texas at Austin in partial fulfillment of the requirements for the degree of Master of Science in Engineering. [Austin, Tex.] : University of Texas at Austin, 1997.

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13

Committee, Educating Future Physicians for Ontario Project Component 1. Community Advisory. A model of community-medical school academic health sciences centre communication. Hamilton, Ont : EFPO Co-ordinating Centre, McMaster University, 1992.

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14

Bernardo, Marco. Formal Methods for Model-Driven Engineering : 12th International School on Formal Methods for the Design of Computer, Communication, and Software Systems, SFM 2012, Bertinoro, Italy, June 18-23, 2012. Advanced Lectures. Berlin, Heidelberg : Springer Berlin Heidelberg, 2012.

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15

Parsons, Richard D. The school counselor as consultant : An integrated model for school-based consultation. Belmont, CA : Brooks/Cole, 2005.

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16

S, Touretzky David, et Connectionist Models Summer School (1990 : University of California, San Diego), dir. Connectionist models : Proceedings of the 1990 summer school. San Mateo, Calif : M. Kaufmann Publishers, 1991.

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17

Connectionist, Models Summer School (1993 Boulder Colorado). Proceedings of the 1993 Connectionist Models Summer School. Hillsdale, N.J : Lawrence Erlbaum Associates, 1994.

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18

O'Kane, Seamus Christopher. A case study of the effectiveness of the science co-ordinator model in developing science teaching in a group of larger primary schools. [S.l : The author], 1993.

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19

Tucker, Bethanie H. Mental models for social studies/history. Highlands, TX : aha ! Process, Inc., 2008.

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20

Cozzens, Margaret B. Biomath in the schools. Providence, R.I : American Mathematical Society, 2011.

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21

Hamad, Wahid Jubran. Developing a policy for computer use in the UNRWA schools of the West Bank using science as a model. Birmingham : University of Birmingham, 1991.

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22

Venturini, Zilli Marisa, et Advanced School on Mathematical Models for Semantics of Parallelism (1986 : Istituto per le applicazioni del calcolo "Mauro Picone"), dir. Mathematical models for the semantics of parallelism : Advanced School, Rome, Italy, September 24-October 1, 1986 : proceedings. Berlin : Springer-Verlag, 1987.

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23

Felice, Faith San. Expanding minds, exploring futures : Teaching scholar partnerships : models linking community colleges with K-12 science and mathematics education. Washington, DC : Community College Press, 2004.

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24

Willi, Semmler, et New School for Social Research (New York, N.Y.), dir. Competition, instability, and nonlinear cycles : Proceedings of an international conference, New School for Social Research, New York, USA, March 1985. Berlin : Springer-Verlag, 1986.

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25

ISDSI International Conference (2nd 2009 Mumbai, India). Decision sciences in global enterprise management : Based on the papers accepted for the Second ISDSI International Conference held at Shailesh J. Mehta School of Management, IIT Bombay, 3rd to 5th January 2009. Sous la direction de Jain Karuna. Delhi : Macmillan Publishers India, 2009.

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26

B, Hackworth Margaret, dir. E-Z microcomputer handbook for elementary and middle school teachers : 50 programs in BASIC for math, science, reading, and language arts for Apple II+, IIe, and IIc and TRS-80 models III and IV. Englewood Cliffs, N.J : Prentice-Hall, 1986.

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27

International Conference on Urban Air Quality : Measurements, Modelling, and Management (2nd 1999 Technical University of Madrid). Urban air quality : Measurement, modelling and management : proceedings of the Second International Conference on Urban Air Quality : Measurement, Modelling, and Management, held at the Computer Science School of the Technical University of Madrid, 3-5 March 1999. Dordrecht : Kluwer Academic Publishers, 2000.

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28

Dow, Robert. The effect of the visits of female role models, with occupations in science and technology, upon the attitudes of female pupils towards Technology and Design in a co-education secondary school. [S.l : The author], 1999.

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29

ACM model high school computer science curriculum. New York : ACM, 1993.

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30

Insect science education in Africa : The ICIPE Graduate School model : Proceedings. International Centre of Insect Physiology and Ecology, 1991.

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31

Ebenezer, Jazlin V., et Sylvia Connor. Learning to Teach Science : A Model for the 21st Century. Prentice Hall, 1997.

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32

Ebenezer, Jazlin V., et Sylvia Connor. Learning to Teach Science : A Model for the 21st Century. Prentice Hall, 1997.

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33

Edwards, Mark A. Every Child, Every Day : A Digital Conversion Model for Student Achievement. Pearson, 2013.

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34

McNaughton, Stuart. Designing Better Schools for Culturally and Linguistically Diverse Children : A Science of Performance Model for Research. Taylor & Francis Group, 2011.

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35

McNaughton, Stuart, Roxanne Parrott, Teresa L. Thompson et Jon F. Nussbaum. Designing Better Schools for Culturally and Linguistically Diverse Children : A Science of Performance Model for Research. Routledge, 2011.

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36

McNaughton, Stuart. Designing Better Schools for Culturally and Linguistically Diverse Children : A Science of Performance Model for Research. Taylor & Francis Group, 2011.

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37

McNaughton, Stuart. Designing Better Schools for Culturally and Linguistically Diverse Children : A Science of Performance Model for Research. Taylor & Francis Group, 2011.

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38

McNaughton, Stuart. Designing Better Schools for Culturally and Linguistically Diverse Children : A Science of Performance Model for Research. Taylor & Francis Group, 2011.

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39

Lindgren, Joan Smith. The effects of the norms and roles of a cooperative learning model on eighth-grade girls' achievement in physical science. 1993.

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40

(Erice, Italy) International School of Subnuclear Physics 1992, et Antonino Zichichi. From Superstrings to the Real Superworld : Proceedings of the International School of Subnuclear Physics (Subnuclear Series). World Scientific Pub Co Inc, 1994.

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41

Baulieu, Laurent, Bruno Mansoulie, Eliezer Rabinovici, Karim Benakli et Michael R. Douglas. Theoretical Physics to Face the Challenge of LHC : Lecture Notes of the les Houches Summer School : Volume 97, August 2011. Oxford University Press, 2015.

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42

McLeish, Tom. The Poetry and Music of Science. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198797999.001.0001.

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‘I could not see any place in science for my creativity or imagination’, was the explanation, of a bright school leaver to the author, of why she had abandoned all study of science. Yet as any scientist knows, the imagination is essential to the immense task of re-creating a shared model of nature from the scale of the cosmos, through biological complexity, to the smallest subatomic structures. Encounters like that one inspired this book, which takes a journey through the creative process in the arts as well as sciences. Visiting great creative people of the past, it also draws on personal accounts of scientists, artists, mathematicians, writers, and musicians today to explore the commonalities and differences in creation. Tom McLeish finds that the ‘Two Cultures’ division between the arts and the sciences is not after all, the best classification of creative processes, for all creation calls on the power of the imagination within the constraints of form. Instead, the three modes of visual, textual, and abstract imagination have woven the stories of the arts and sciences together, but using different tools. As well as panoramic assessments of creativity, calling on ideas from the ancient world, medieval thought, and twentieth-century philosophy and theology, The Poetry and Music of Science illustrates its emerging story by specific close-up explorations of musical (Schumann), literary (James, Woolf, Goethe) mathematical (Wiles), and scientific (Humboldt, Einstein) creation. The book concludes by asking how creativity contributes to what it means to be human.

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43

Ennin, Isaac. Science Model Essay for Senior High Schools. Independently Published, 2018.

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44

Fah, Lay, Ng Khar Thoe et Suma Parahakaran. Contributing Factors to TIMSS 2011 Eighth Graders’ Science Achievement : A Comparison between Malaysia and Singapore. UMS Press, 2020. http://dx.doi.org/10.51200/timsssumspress2020-978-967-2962-00-7.

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Trends in International Mathematics and Science Study (TIMSS) is one of the projects of the International Association for the Evaluation of Educational Achievement (IEA), located at Amsterdam, The Netherlands and Hamburg, Germany. IEA is an independent cooperative of national educational research institutions and governmental research agencies dedicated to improving education. TIMSS is conducted regularly for every four years to assess students’ achievement in science and mathematics at both the fourth and eighth grades. The project is dedicated to providing participating countries with information to improve teaching and learning in science and mathematics. This book is written especially for the interest of undergraduate students, postgraduate students, and educators of science education who wish to know more about the contributing factors to Grade 8 students’ science achievement in TIMSS. This book is also resourceful for individuals who are involved, directly or indirectly, in the administration and implementation of TIMSS at the national, state, district, and school levels. This book consists of seven chapters. The first chapter gives a brief introduction to TIMSS which includes the TIMSS curriculum model and TIMSS science assessment frameworks. The subsequent chapters compare the contribution of various factors, i.e., home environment support, school resources, school climate, teacher preparation, and classroom instructions on Malaysian and Singaporean Grade 8 students’ science achievement in TIMSS 2011. Last but not least, recommendations on ways to improve Malaysian Grade 8 students’ science achievement in the forthcoming TIMSS are suggested based on the experiences of the Singaporean education system.

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45

Webb, Norman L., Douglas L. Zweizig, Gary Wehlage et Dianne M. Hopkins. Lessons from Library Power. Libraries Unlimited, 1999. http://dx.doi.org/10.5040/9798400678417.

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Share the power of our important national initiative! The profound changes instituted by the Library Power Project can also serve as a catalyst for the revitalization of your school library media center. This book offers an abundance of practical and insightful ideas for collaborative planning, flexible scheduling, collection development, professional development, and facility renovation. Compiling research findings of the project as documented in surveys of key players (library media specialists, principals, and teachers) and through direct observation in case studies across the United States, this book provides a valuable instructional model for today's schools. Essential reading for media specialists, teachers, district administrators and principals, it will also benefit students of library science and academics interested in school reform.

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46

Touretzky, David S., Andreas S. Weigend, Jeffrey L. Elman, Paul Smolensky et Michael C. Mozer. Proceedings of the 1993 Connectionist Models Summer School. Taylor & Francis Group, 2014.

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47

Touretzky, David S., Andreas S. Weigend, Jeffrey L. Elman, Paul Smolensky et Michael C. Mozer. Proceedings of the 1993 Connectionist Models Summer School. Taylor & Francis Group, 2014.

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48

Touretzky, David S., Andreas S. Weigend, Jeffrey L. Elman, Paul Smolensky et Michael C. Mozer. Proceedings of the 1993 Connectionist Models Summer School. Taylor & Francis Group, 2014.

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49

Touretzky, David S., Andreas S. Weigend, Jeffrey L. Elman, Paul Smolensky et Michael C. Mozer. Proceedings of the 1993 Connectionist Models Summer School. Taylor & Francis Group, 2014.

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50

(Editor), Michael C. Mozer, Paul Smolensky (Editor), David S. Touretzky (Editor), Jeffrey L. Elman (Editor) et Andreas S. Weigend (Editor), dir. Proceedings of the 1993 Connectionist Models Summer School. Lawrence Erlbaum, 1993.

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