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Literature Reviews in Support of the Middle Level Education Research Agenda
In 2015-16, the Middle Level Education Research Special Interest Group (MLER SIG), an affiliate of the American Educational Research Association, undertook a collaborative project-the development of a new middle grades education research agenda.The purpose of the MLER SIG Research Agenda (Mertens et al., 2016) was to develop a set of questions that would guide the direction of middle grades education research.Ideally, this Research Agenda would serve to prompt discourse and generate research projects that could contribute to the middle grades knowledge base.Members of the MLER SIG identified eight research areas: (a) young adolescent development, (b) cultural responsiveness, (c) special populations, (d) educator development, (e) curriculum, (f) social and emotional learning, (g) digital technologies, and (h) school structures.This volume contains the extensive literature reviews and subsequent research questions for each of the research topics.
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Intercultural Communication Education and Research in the Middle East and North Africa
This edited volume gathers insights into the production of knowledge about interculturality in education and research in the Middle East and North Africa (MENA). The MENA region is seen in this book as a space with unique circumstances, conditions, and complexities that need to be thoroughly explored and further unpacked.The book defines intercultural communication education and research broadly, but focuses on how teaching and researching interculturality is understood and practiced in MENA formal education classrooms and in various training situations such as business, politics, media and communication.This edited volume aims to (a) navigate representations of intercultural communication in education and research, starting from the premise that interculturality is not only a theory of analysis but also an activism for social and epistemic justice, (b) investigate specific phenomena, challenges, and issues in education and research, including concepts/notions such as acculturation and intercultural understanding/empathy, and (c) explore subfields of knowledge such as sense-making and intercultural pragmatics, and specific contexts of interculturality such as immigrants, exchange programs, and student mobilities. This book will be valuable read for students, educators, scholars, and policymakers interested in intercultural communication and education in the region, as well as language and sociology more broadly.
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Innovation Competency Model : Shaping Faculty Academic Innovation Development in China's Higher Education
Contributing to the discussion over China's higher education development, this book takes a theoretical approach to address the topic of university academics' innovation by introducing an academic innovation competency model, exploring the contexts, concepts and practices.The innovation competency model comprises three interdependent dimensions, including the academic internal drive vitality, the academic synthesizing refined ability and the academic suspected and introspective ability.By enriching the theory of professional development of university teachers, these three dimensions will help advance the reform of college personnel systems and ultimately improve the quality of China's higher education. The book will be valuable to researchers, students and stakeholders hoping to learn about education reform in China, or to those who study higher education management and comparative education.
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Economic Development in the Middle East
This new edition examines how development in the Middle East is being influenced by global economic change.This comparative textbook focuses on the region’s strengths, and highlights development success, especially in the Gulf, Turkey and Israel.The major structural changes in the economies of the Middle East are analysed and current employment challenges are discussed. The impact of demographic changes is considered, notably the dramatic decline in birth rates which will have implications for future employment.The contribution of banks and capital markets to the region’s development is appraised, including that of Islamic financial institutions which play a prominent role in the Gulf Cooperation Council (GCC) countries but are on the margins of the financial systems elsewhere.Historically, development in the GCC was linked to oil and gas production and prices, a key issue being whether these are being decoupled as economies diversify and become more self-sustaining.The evidence on this from the GCC is encouraging, with transparent and accountable financial management and major improvements in economic governance despite the lack of democracy.Examining the drivers of economic development in the Middle East in a regional and global context, this fully updated textbook is a key resource for students and academics interested in economic development and the political economy of the Middle East.
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How was education in the Middle Ages?
Education in the Middle Ages was primarily centered around the Church and was focused on religious teachings and Latin language. The education system was hierarchical, with only the wealthy and nobility having access to formal education. Most education took place in monasteries and cathedral schools, where students learned about theology, philosophy, and classical literature. The curriculum was limited, and there were few opportunities for practical or vocational training. Overall, education in the Middle Ages was limited in scope and accessibility, with a strong emphasis on religious instruction.
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Was there no research in the Middle Ages?
There was indeed research conducted in the Middle Ages, particularly in the Islamic world and in some European monasteries. Islamic scholars made significant advancements in fields such as mathematics, astronomy, medicine, and philosophy. In Europe, monasteries served as centers of learning and preserved ancient texts while also conducting research in areas such as theology, natural philosophy, and medicine. While the focus and methods of research in the Middle Ages may have been different from those of the modern era, it is incorrect to say that there was no research during this time period.
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Does market research hinder innovation in business administration?
Market research does not necessarily hinder innovation in business administration. In fact, it can provide valuable insights into consumer needs and preferences, helping businesses to develop innovative products and services that meet market demands. By understanding market trends and customer behavior, businesses can identify opportunities for innovation and stay ahead of competitors. However, relying too heavily on market research without allowing room for creativity and risk-taking can limit the potential for groundbreaking innovations. It is important for businesses to strike a balance between leveraging market research and fostering a culture of innovation to drive success in business administration.
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Why was there no education in the Middle Ages?
Education was limited in the Middle Ages due to various factors. One reason was the lack of resources and infrastructure to support widespread education. Additionally, the focus during this time was more on survival and meeting basic needs rather than on intellectual pursuits. The control of education by the church also limited access to education for the general population, as it was primarily reserved for the clergy and nobility.
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Middle Grades Education : A Reference Handbook
An expert guide to the development of the middle school model as the best educational environment designed to address students' developmental and social needs as well as educational needs. Middle Grades Education: A Reference Handbook explores the distinctive middle school approach to helping adolescents develop as human beings and citizens as well as students, with coverage that ranges from the conceptual foundations of the middle school model, to research-based best practices, to sample lesson plans and activities. Edited by Pat Williams-Boyd, with contributions from experienced, frontline educators, the book showcases a number of places where the ideal middle school has become reality, where individual talents are nurtured, families are involved, teachers serve as role models and advocates, and crucial health and developmental needs are met.Readers will experience classrooms where students dance their math, sing their science, and breathe the winds of history, and where the joy of learning is bounded only by the educator's imagination. Learning activities for all instructional strategies including differentiated instruction, inquiry-based and concept-based education, critical thinking and problem-solving strategies, the use of multiple intelligences, learning styles and cultural congruence, and cooperative learningPlanning guides and step-by-step presentations of academic service-learning, which connects the classroom to the community
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Gender Differences in Technology and Innovation Management : Insights from Experimental Research
Even though the number of working women has steadily increased over the last few years, women are still significantly under-represented in STEM activities (i.e. mathematics, informatics, science and technology). In order to eliminate this under-representation, numerous education policies and corporate initiatives, particularly in the recent past, have been aimed at increasing women's enthusiasm for STEM activities and professions.According to the latest surveys, however, it is clear that these efforts have not yet led to the desired success.Compared to their male counterparts, women continue to do fewer STEM activities. One possible reason for this is that relatively little is yet known about the concrete impact of the above education policies on working with innovation and technology: What are the gender differences between women and men?Is it enough to recognize these differences, or should these differences ideally not only be recognized, but also treated appropriately or even encouraged? This anthology deals with current topics in technology and innovation management against the background of these and other gender-relevant aspects.Empirical analyses and experiments in collaboration with companies from various sectors provide a sound scientific basis on which new results and findings are presented: How do women and men deal with creativity and competition?How are technologies applied and how can differences in access to technology be deduced? Answers to these and other questions help decision-makers in politics and business to proactively use the differences between women and men to motivate women to work in the STEM field and to strengthen them by acknowledging existing differences.
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Rethinking Education for Sustainable Development : Research, Policy and Practice
This book explores how education can be used as a tool to promote sustainability practices as the world faces huge challenges related to climate change and public health.The chapters consider all types of literacy approaches that fall under the umbrella of Education for Sustainable Development (ESD).These approaches include scientific literacy, ecological literacy, health literacy, education on climate change and climate resilience, environmental education and others linking education, global health, and the environment more broadly. “Education” is used in the widest sense to incorporate non-formal, informal and formal/school settings.This volume will help to bring these interconnected areas together and interrogate their research methods, assumptions, field-based application and their policy potential.Taking a critical approach to ESD, the book suggests new pedagogies, tools, and technologies to strengthen the way we educate about sustainability issues and go beyond the current thinking about ESD.The book includes a foreword by Jeffrey Sachs, Director of the Center for Sustainable Development at Columbia University, USA.
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Digital Holocaust Memory, Education and Research
This book explores the diverse range of practical and theoretical challenges and possibilities that digital technologies and platforms pose for Holocaust memory, education and research.From social media to virtual reality, 360-degree imaging to machine learning, there can be no doubt that digital media penetrate practice in these fields.As the Holocaust moves beyond living memory towards solely mediated memory, it is imperative that we pay critical attention to the way digital technologies are shaping public memory and education and research.Bringing together the voices of heritage and educational professionals, and academics from the arts and humanities and the social sciences, this interdisciplinary collection explores the practicalities of creating digital Holocaust projects, the educational value of such initiatives, and considers the extent to which digital technologies change the way we remember, learn about and research the Holocaust, thinking through issues such as ethics, embodiment, agency, community, and immersion.At its core, this volume interrogates the extent to which digital interventions in these fields mark an epochal shift in Holocaust memory, education and research, or whether they continue to be shaped by long-standing debates and guidelines developed in the broadcast era.
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What is the research question for the Middle East conflict?
The research question for the Middle East conflict could be: "What are the root causes of the ongoing conflict in the Middle East and how have they evolved over time?" This question seeks to understand the underlying factors that have contributed to the conflict, as well as how these factors have changed and developed over the years. It also opens the door to exploring the various perspectives and interests of the parties involved, as well as potential solutions for resolving the conflict.
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How is education structured in elementary school and middle school?
In elementary school, education is typically structured around a single teacher who covers a range of subjects such as math, science, language arts, and social studies. Students have the same teacher for most of the day and may have specialists for subjects like art, music, and physical education. In middle school, students typically have different teachers for each subject as they begin to transition between classrooms. The curriculum becomes more specialized, with a focus on building foundational knowledge in preparation for high school. Both elementary and middle schools often have a set schedule with designated class times and breaks throughout the day.
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How is education structured during primary school and middle school?
Education during primary school and middle school is typically structured in a grade-based system, with students progressing from one grade to the next each year. Subjects such as math, science, language arts, and social studies are taught, with a focus on building foundational knowledge and skills. Students may have one teacher for most subjects in primary school, while in middle school they often have different teachers for each subject, preparing them for the transition to high school. Additionally, there may be standardized testing at certain grade levels to assess student progress and proficiency.
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What is Digital Technology 2?
Digital Technology 2 is a course that builds upon the foundational concepts introduced in Digital Technology 1. It delves deeper into topics such as programming, web development, data analysis, and cybersecurity. Students will further develop their skills in using digital tools and technologies to solve real-world problems and gain a more advanced understanding of how technology impacts society. The course aims to prepare students for a career in the rapidly evolving field of digital technology.
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