First Published in 1993. Routledge is an imprint of Taylor & Francis, an informa company.

First thorough treatment of multidimensional item response theory Description of methods is supported by numerous practical examples Describes procedures for multidimensional computerized adaptive testing

Seasoned classroom veterans, pre-tenured faculty, and neophyte teaching assistants alike will find this book invaluable. HHMI Professor Jo Handelsman and her colleagues at the Wisconsin Program for Scientific Teaching (WPST) have distilled key findings from education, learning, and cognitive psychology and translated them into six chapters of digestible research points and practical classroom examples. The recommendations have been tried and tested in the National Academies Summer Institute on Undergraduate Education in Biology and through the WPST. Scientific Teaching is not a prescription for better teaching. Rather, it encourages the reader to approach teaching in a way that captures the spirit and rigor of scientific research and to contribute to transforming how students learn science.

This book is a useful guide for adult learners who are thinking of taking up a musical instrument for the first time or who want to pick up from where they left off as children. The author helps the reader to answer such questions as which instrument they should choose, the level of difficulty involved in learning and the likely costs. The book discusses the various benefits of taking up music for fun and general well-being. The author provides practical information about the most commonly taught instruments as well as some of the more unusual ones, and includes useful contact information to help readers to take their interest further. This book will help all aspiring musicians to make a truly informed choice.

When science’s “black boxes” are pried open, its workings become accessible. Like time-travellers into history but grounded in today’s cultures, learners interact directly with authentic instruments and replicas. Chapters describe educational experiences sparked through collaborations interrelating museum, school and university.

In recent years, the instrumentation needs of the nation's research communities have changed and expanded. The need for particular instruments has become broader, crossing scientific and engineering disciplines. The growth of interdisciplinary research that focuses on problems defined outside the boundaries of individual disciplines demands more instrumentation. Instruments that were once of interest only to specialists are now required by a wide array of scientists to solve critical research problems. The need for entirely new types of instrumentsâ€"such as distributed networks, cybertools, and sensor arraysâ€"is increasing. Researchers are increasingly dependent on advanced instruments that require highly specialized knowledge and training for their proper operation and use. The National Academies Committee on Science, Engineering, and Public Policy Committee on Advanced Research Instrumentation was asked to describe the current programs and policies of the major federal research agencies for advanced research instrumentation, the current status of advanced mid-sized research instrumentation on university campuses, and the challenges faced by each. The committee was then asked to evaluate the utility of existing federal programs and to determine the need for and, if applicable, the potential components of an interagency program for advanced research instrumentation.