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Editore: Dissertation.com 12/1/2000, 2000
ISBN 10: 1581121083 ISBN 13: 9781581121087
Da: BargainBookStores, Grand Rapids, MI, U.S.A.
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ISBN 10: 1581121083 ISBN 13: 9781581121087
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Editore: Rowman & Littlefield Publishers, Incorporated, 2004
ISBN 10: 1578860946 ISBN 13: 9781578860944
Da: Books Puddle, New York, NY, U.S.A.
Condizione: Used. pp. 360 Index.
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ISBN 10: 1578860946 ISBN 13: 9781578860944
Da: Majestic Books, Hounslow, Regno Unito
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Da: Biblios, Frankfurt am main, HESSE, Germania
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Da: BennettBooksLtd, Los Angeles, CA, U.S.A.
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Da: Ria Christie Collections, Uxbridge, Regno Unito
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Da: THE SAINT BOOKSTORE, Southport, Regno Unito
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ISBN 10: 1578860946 ISBN 13: 9781578860944
Da: Grand Eagle Retail, Bensenville, IL, U.S.A.
Paperback. Condizione: new. Paperback. Across the land communities are questioning the role of schools and the community's expectations of parents, students, and teachers. Increasingly, educators struggle to convince administrators, parents, students, and community members that teaching strategies have strengthened and that students are improving. Yet, teachers consistently share their concerns about the lack of parent and community involvement in education. Parents indicate their desire to improve the connections between the classroom and the community, but are unsure how to initiate such relationships. In Authentic Learning, Michael L. Slavkin provides parents and educators the opportunity to understand why best practices, constructivism, student-centered practices, student choice, and democratic classrooms are effective because they result in a variety of environmental experiences. Such experiences have often been thought to be the environmental foundation that supports and nurtures a creative and challenged brain: guiding children to think in a variety of ways, providing the flexibility of thought that is critical in the 21st century world. With this text these two groups will discover ways they can work together to create meaningful learning experiences at home and school.For parents, students, and preservice and inservice teachers. This book reviews ways that parents and teachers can work together to create meaningful learning experiences at home and school that meet the needs of students, teachers, parents, and community members. It highlights how an understanding of authentic learning can improve a child's performance in the classroom and their interest in learning. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.
Da: AHA-BUCH GmbH, Einbeck, Germania
EUR 41,77
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Aggiungi al carrelloTaschenbuch. Condizione: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - This study had two primary purposes. First, this study assessed the psychometric properties of the Federal Emergency Management Agency (FEMA) questionnaires used to record juvenile firesetting events (Fineman, 1997a, 1997b,1997c). Second, this study initiated preliminary analyses that (1) contributed to the identification of a typology of firesetters, (2) account for variance in the severity of fires set by juveniles, and (3) predicted the likelihood of recidivistic behaviors in juvenile firesetters. Predictors were restricted to a limited set of exploratory variables; including age, sex, delinquency, pathology, and social skills. However, individual characteristics (delinquency, social skills, and psychopathology) were better predictors of recidivism, the magnitude of fire damage and the typology of firesetter.