Zobrazeno 1 - 10
of 49
pro vyhledávání: '"Andrew Noyes"'
Publikováno v:
Electronic Proceedings in Theoretical Computer Science, Vol 142, Iss Proc. SYNT 2013, Pp 8-23 (2014)
Updates to network configurations are notoriously difficult to implement correctly. Even if the old and new configurations are correct, the update process can introduce transient errors such as forwarding loops, dropped packets, and access control vi
Externí odkaz:
https://doaj.org/article/77e413ecc3f949e5988e1d0a1cab3939
Publikováno v:
FORUM. 64:32-41
Alongside new models for government-funded professional development, England's academisation policy has significantly changed access, provision and responsibilities for teacher learning. This article reviews this impact on professional learning in pr
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6d0cc290e590d82f1545205797b6e182
https://doi.org/10.3898/forum.2022.64.3.04
https://doi.org/10.3898/forum.2022.64.3.04
Autor:
Jennifer Norris, Andrew Noyes
Publikováno v:
The Curriculum Journal.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::11ba77f0c2c7c176f75abe9029f7ae34
https://doi.org/10.1002/curj.204
https://doi.org/10.1002/curj.204
Autor:
Andrew Noyes, Diane Dalby
Publikováno v:
Oxford Review of Education. 48:166-183
Links between mathematical attainment and economic performance, coupled with England’s poor showing in international comparisons of skills, have focused attention on post-16 mathematics education, for example in the UK Government’s 2017 Industria
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3f220756bf717f72771ee574dffc5720
https://doi.org/10.1080/03054985.2021.1940913
https://doi.org/10.1080/03054985.2021.1940913
Autor:
Diane Dalby, Andrew Noyes
Since policy changes in 2014 about who studies mathematics post-16 in England, the mathematics teaching workforce in further education (FE) colleges has grown and diversified. The question of how best to develop the professional practice of this chan
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::b3e8df0a7751492b7b5d171894b0ba5a
Autor:
Diane Dalby, Andrew Noyes
Publikováno v:
Journal of Vocational Education & Training. 74:434-453
There have been repeated attempts to establish mathematics qualifications for lower attaining students aged 16 years and over on vocational pathways in England. In 2004, the Tomlinson Report propos...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::92f87ff8a8159779a080c85d075dcd32
https://doi.org/10.1080/13636820.2020.1772856
https://doi.org/10.1080/13636820.2020.1772856
Autor:
Andrew Noyes, Michael Adkins
Publikováno v:
International Journal of Science and Mathematics Education. 16:487-502
The mathematical preparedness of science undergraduates has been a subject of debate for some time. This paper investigates the relationship between school mathematics attainment and degree outcomes in biology and chemistry across England, a much lar
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::28771cffeb14b8c6a56c840e65a64be7
https://doi.org/10.1007/s10763-016-9794-y
https://doi.org/10.1007/s10763-016-9794-y
Autor:
Elke Arenholz, Andrew Noyes, Susan Newman, Jim Shanks, Rick Ryan, Louisa M. Smieska, Todd Hufnagel
Publikováno v:
Synchrotron Radiation News. 33:52-53
On June 9, 2020, the Cornell High Energy Synchrotron Source (CHESS) held its very first all-virtual Users Meeting. CHESS welcomed more than 300 registered participants, setting a new record for the...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d841191edd28ed6ce3be046bdba55e0b
https://doi.org/10.1080/08940886.2020.1812358
https://doi.org/10.1080/08940886.2020.1812358
Autor:
Andrew Noyes, Diane Dalby
Publikováno v:
Journal of Vocational Education & Training. 68:70-86
The political importance of mathematics in post-16 education is clear. Far less clear is how mathematics does and should relate to vocational education. Successive mathematics curricula (e.g. core skills, key skills) have been developed in England wi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::b92cc374bce302e412aeebdc6c8c918b
https://doi.org/10.1080/13636820.2015.1110828
https://doi.org/10.1080/13636820.2015.1110828