coffey heather (40 risultati)

Condizione: good. The item shows wear from consistent use, but it remains in good condition and works perfectly. All pages and cover are intact including the dust cover, if applicable . Spine may show signs of wear. Pages may include limited notes and highlighting. May NOT include discs, access code or other supplemental materials.

Condizione: Very Good. Item in very good condition! Textbooks may not include supplemental items i.e. CDs, access codes etc.

paperback. Condizione: Very Good.

Illustrated Laminated Boards. Condizione: Very Good. Heather Angel (illustratore). First Edition. The Encyclopedia of AQUARIUM FISH, Treasure Press, publishers, London 1977 hardcover, 224 pages Over 200 species are illustrated here, with 160 in colour and 70 in black-and-white; while over 1,200 are described including their size, place of origin, coloration, their breeding habits, and, most importantly, their ability to co-exist peacefully in the aquarium with fish of their own and other species. All aspects of aquarium keeping are covered; while topics such as anatomy, genetics, evolution, diseases and their prevention are discussed in full.(We carry a wide selection of titles in The Arts, Theology, History, Politics, Social and Physical Sciences. academic and scholarly books and Modern First Editions ,and all types of Academic Literature.).

PAP. Condizione: New. New Book. Shipped from UK. Established seller since 2000.

Condizione: New.

Paperback. Condizione: new. Paperback. Transformative Critical Service-Learning offers hands-on tools for implementing, reflecting on, and assessing critical service-learning in classrooms and community spaces. Answering a need from practitioners for a practical tool for making sense of critical service-learning, the authors introduce the Critical Service-Learning Implementation Model as a way to encourage conversations among stakeholders. Materials include specific criteria to examine, examples of application and context, and ways to incorporate the model into reflective practices. Valuing partnerships, reflection, and analysis of power dynamics, the research and strategies offered here provide an entry point for faculty new to critical service-learning, while also offering new ideas and tools for long-time practitioners. Chapters offer particular attention to strategies for engaging students, syllabus development, and reflective cycles. Additionally, the authors offer a model for faculty development in the area of critical service-learning at the institutional level, including suggestions for faculty and administrators interested in increasing engagement with social justice and community spaces.As institutions of higher education are focusing more on the ways in which they can meet the needs of the communities surrounding their campuses, The Carnegie Foundations Elective Classification for Community Engagement provides a special-purpose designation for higher education institutions with commitments in the area of community engagement. Universities must commit to institutional change in order to improve the outcomes for the communities surrounding the campus. The classification framework represents best practices in the field and encourages continuous improvement through periodic re-classification. Service-learning has been identified as one of the more effective methods for engaging undergraduate and graduate students in community engaged scholarship, which facilitates development of critical inquiry, understanding needs assessment, and deep reflection on inequality. The authors intend this book to benefit university faculty endeavoring to begin or develop service-learning courses, higher education administrators who want to train and engage university faculty in adopting a more community engaged teaching model, and P-12 teachers, who often serve as community partners with higher education institutions to facilitate justice-oriented approaches to teaching their diverse students. Offers hands-on tools for implementing, reflecting on, and assessing critical service-learning in classrooms and community spaces. Answering a need for a practical tool for making sense of critical service-learning, the authors introduce the Critical Service-Learning Implementation Model as a way to encourage conversations among stakeholders. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Condizione: As New. Unread book in perfect condition.

Paperback. Condizione: Brand New. 165 pages. 9.00x6.00x0.50 inches. In Stock.

Condizione: New.

Condizione: As New. Unread book in perfect condition.

Paperback. Condizione: New. This book presents the story of the Critical English Educator Collaborative (CEEC)-a teacher-guided, informal learning community focused on supporting prospective and practicing English language arts (ELA) teachers' understandings of critical pedagogy-in order to demonstrate and foster critical pedagogy among ELA teachers.Over the course of one academic year, three ELA teacher educators at a large public university in the southeastern US guided a cohort of novice ELA teachers in monthly virtual conversations relative to the challenges facing public school teachers today. Prior to these monthly meetings, participants engaged with a text (book chapter, journal article, and podcast) related to the teaching of English in middle and secondary schools post-Covid. Throughout the year, participants challenged and supported one another on social, political, and curricular issues. This book invites readers into the context for CEEC and shares the experiences of ELA teachers engaging in critical pedagogy, while offering pathways for those interested in developing this kind of collaborative community. Because CEEC operates in a liminal space, it is a transformational place where participants can be vulnerable and feel safe to share their concerns, experiences, and successes without fear of retribution from school administrators, parents, or faculty. Thus, CEEC functions as a powerful space for prospective and practicing teachers to learn from and with one another and offers insight into how this unique collaborative relationship fosters collective growth.This book gives prospective teachers, practicing teachers, and teacher educators in English language arts education the tools to engage in the process of becoming critical educators.

Paperback / softback. Condizione: New. New copy - Usually dispatched within 4 working days.

Paperback. Condizione: New. This book presents the story of the Critical English Educator Collaborative (CEEC)-a teacher-guided, informal learning community focused on supporting prospective and practicing English language arts (ELA) teachers' understandings of critical pedagogy-in order to demonstrate and foster critical pedagogy among ELA teachers.Over the course of one academic year, three ELA teacher educators at a large public university in the southeastern US guided a cohort of novice ELA teachers in monthly virtual conversations relative to the challenges facing public school teachers today. Prior to these monthly meetings, participants engaged with a text (book chapter, journal article, and podcast) related to the teaching of English in middle and secondary schools post-Covid. Throughout the year, participants challenged and supported one another on social, political, and curricular issues. This book invites readers into the context for CEEC and shares the experiences of ELA teachers engaging in critical pedagogy, while offering pathways for those interested in developing this kind of collaborative community. Because CEEC operates in a liminal space, it is a transformational place where participants can be vulnerable and feel safe to share their concerns, experiences, and successes without fear of retribution from school administrators, parents, or faculty. Thus, CEEC functions as a powerful space for prospective and practicing teachers to learn from and with one another and offers insight into how this unique collaborative relationship fosters collective growth.This book gives prospective teachers, practicing teachers, and teacher educators in English language arts education the tools to engage in the process of becoming critical educators.

Condizione: New.

Condizione: New.

Condizione: As New. Unread book in perfect condition.

Condizione: New.

paperback. Condizione: New.

Condizione: As New. Unread book in perfect condition.

Paperback. Condizione: Brand New. 130 pages. 6.00x0.30x9.00 inches. In Stock.

[1977]. (Oblong 4to hardcover) Very good in very good dust jacket. 224pp. Illustrated endpapers, black and white and color photographs, illustrations, diagrams. Photography by Heather Angel. (Natural History, Aquariums, Fish, Tropical Fish).

Condizione: New.

Condizione: New.

Paperback. Condizione: Brand New. 110 pages. 9.00x6.00x9.00 inches. In Stock.

Paperback. Condizione: new. Paperback. Transformative Critical Service-Learning offers hands-on tools for implementing, reflecting on, and assessing critical service-learning in classrooms and community spaces. Answering a need from practitioners for a practical tool for making sense of critical service-learning, the authors introduce the Critical Service-Learning Implementation Model as a way to encourage conversations among stakeholders. Materials include specific criteria to examine, examples of application and context, and ways to incorporate the model into reflective practices. Valuing partnerships, reflection, and analysis of power dynamics, the research and strategies offered here provide an entry point for faculty new to critical service-learning, while also offering new ideas and tools for long-time practitioners. Chapters offer particular attention to strategies for engaging students, syllabus development, and reflective cycles. Additionally, the authors offer a model for faculty development in the area of critical service-learning at the institutional level, including suggestions for faculty and administrators interested in increasing engagement with social justice and community spaces.As institutions of higher education are focusing more on the ways in which they can meet the needs of the communities surrounding their campuses, The Carnegie Foundations Elective Classification for Community Engagement provides a special-purpose designation for higher education institutions with commitments in the area of community engagement. Universities must commit to institutional change in order to improve the outcomes for the communities surrounding the campus. The classification framework represents best practices in the field and encourages continuous improvement through periodic re-classification. Service-learning has been identified as one of the more effective methods for engaging undergraduate and graduate students in community engaged scholarship, which facilitates development of critical inquiry, understanding needs assessment, and deep reflection on inequality. The authors intend this book to benefit university faculty endeavoring to begin or develop service-learning courses, higher education administrators who want to train and engage university faculty in adopting a more community engaged teaching model, and P-12 teachers, who often serve as community partners with higher education institutions to facilitate justice-oriented approaches to teaching their diverse students. Offers hands-on tools for implementing, reflecting on, and assessing critical service-learning in classrooms and community spaces. Answering a need for a practical tool for making sense of critical service-learning, the authors introduce the Critical Service-Learning Implementation Model as a way to encourage conversations among stakeholders. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.

Paperback. Condizione: New. This book presents the story of the Critical English Educator Collaborative (CEEC)-a teacher-guided, informal learning community focused on supporting prospective and practicing English language arts (ELA) teachers' understandings of critical pedagogy-in order to demonstrate and foster critical pedagogy among ELA teachers.Over the course of one academic year, three ELA teacher educators at a large public university in the southeastern US guided a cohort of novice ELA teachers in monthly virtual conversations relative to the challenges facing public school teachers today. Prior to these monthly meetings, participants engaged with a text (book chapter, journal article, and podcast) related to the teaching of English in middle and secondary schools post-Covid. Throughout the year, participants challenged and supported one another on social, political, and curricular issues. This book invites readers into the context for CEEC and shares the experiences of ELA teachers engaging in critical pedagogy, while offering pathways for those interested in developing this kind of collaborative community. Because CEEC operates in a liminal space, it is a transformational place where participants can be vulnerable and feel safe to share their concerns, experiences, and successes without fear of retribution from school administrators, parents, or faculty. Thus, CEEC functions as a powerful space for prospective and practicing teachers to learn from and with one another and offers insight into how this unique collaborative relationship fosters collective growth.This book gives prospective teachers, practicing teachers, and teacher educators in English language arts education the tools to engage in the process of becoming critical educators.

Condizione: New. Meghan E. Barnes is an Associate Professor of English Education at The University of North Carolina at Charlotte. She is the Director of Graduate Studies in the Department of English, the English Pedagogy Concentration Coordinator, and the Co-Coor.

Taschenbuch. Condizione: Neu. Neuware - This book presents the story of the Critical English Educator Collaborative (CEEC)-a teacher¿guided, informal learning community focused on supporting prospective and practicing English language arts (ELA) teachers' understandings of critical pedagogy-in order to demonstrate and foster critical pedagogy among ELA teachers.

Paperback. Condizione: New. This book presents the story of the Critical English Educator Collaborative (CEEC)-a teacher-guided, informal learning community focused on supporting prospective and practicing English language arts (ELA) teachers' understandings of critical pedagogy-in order to demonstrate and foster critical pedagogy among ELA teachers.Over the course of one academic year, three ELA teacher educators at a large public university in the southeastern US guided a cohort of novice ELA teachers in monthly virtual conversations relative to the challenges facing public school teachers today. Prior to these monthly meetings, participants engaged with a text (book chapter, journal article, and podcast) related to the teaching of English in middle and secondary schools post-Covid. Throughout the year, participants challenged and supported one another on social, political, and curricular issues. This book invites readers into the context for CEEC and shares the experiences of ELA teachers engaging in critical pedagogy, while offering pathways for those interested in developing this kind of collaborative community. Because CEEC operates in a liminal space, it is a transformational place where participants can be vulnerable and feel safe to share their concerns, experiences, and successes without fear of retribution from school administrators, parents, or faculty. Thus, CEEC functions as a powerful space for prospective and practicing teachers to learn from and with one another and offers insight into how this unique collaborative relationship fosters collective growth.This book gives prospective teachers, practicing teachers, and teacher educators in English language arts education the tools to engage in the process of becoming critical educators.