waldrop thomas (252 risultati)

Trade Paperback. Condizione: Near Fine. Waldrop, Thomas G (illustratore). bumped wrapper edges.

Hardcover. Condizione: Very Good+. Condizione sovraccoperta: Very Good+. Thomas Canty (illustratore). 1st Edition. Very good plus in very good plus dust jacket. No markings, no bookplate, no remainder mark. No jacket tears or chips. Collection of short stories in the fantasy/speculative line.

Paperback. Condizione: VG/NO DUSTJACKET. Diagrams (illustratore). Asheville, NC: Southern Forest Experiment Station. VG/NO DUSTJACKET. Sep. 1989. Paperback. General Technical Report SE-58 . 4to., 271 pp. .

SingleIssueMagazine. Condizione: Very Good+ to Near Fine. Vol. 49, No. 5. Edited by Ted White. Cover art by Barber. Includes "Men of Greywater" (novelet) by Howard Waldrop & George R. R. Martin; "His Hour Upon the Stage" (novelet) by Grant Carrington; "How You See It, How You Don't" (novelet) by Richard W. Brown; "Who's the Red Queen" by F. Faraday Nelson; "Stone Circle" by Lisa Tuttle; "How It All Went" by Gregory Benford; "If That's Paradise, Toss Me an Apple" by Robert Thurston; "Good and faithful Servant" by Thomas F. Monteleone. Features: "Editorial" by Ted White; "The Club House" by Susan Wood; 'Or So You Say". Illustrated by Stephen E. Fabian, Jeff Jones, Tony Gleeson, Rick Bryant, Marcus Boas, Joe Staton, and Richard Olsen. Tanning; bumps to rear. Book.

Soft cover. Condizione: Near Fine. There is a crease at the bottom of the front cover and for the first four pages of approximately 7" otherwise the book would grade "as new". 426 pages, plus a list of authors. Interior of book is clean and binding is tight. A very useful copy.

Condizione: New.

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

Condizione: very_good.

Paperback. Condizione: new. Paperback. Curriculum Windows: What Curriculum Theorists of the 2010s Can Teach Us About Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 2010s in contemporary terms.The authors explore how key books/authors from the curriculum field of the 2010s illuminate new possibilities forward for us as scholar educators today: How might the theories, practices, and ideas wrapped up in curriculum texts of the 2010s still resonate with us, allow us to see backward in time and forward as well perhaps all at the same time? How might these figurative windows of insight, thought, ideas, fantasy, and fancy make us think differently about curriculum, teaching, learning, students, education, leadership, and schools? Further, how might they help us see more clearly, even perhaps put us on a path to correct the mistakes and missteps of intervening decades and of today? Or even create the possibilities for a bold, just, robust future for all, supported by outstanding educational access and experiences for all?The chapter authors, all doctoral students at Miami University in the Department of Educational Leadership in Oxford, Ohio, interpret several of the most important books in the curriculum field of the 2010s. The books Foreword is by renowned curriculum theorist and friend of the Curriculum Windows series, William H. Schubert, PhD. This book is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 2010s in contemporary terms. The authors explore how key books/authors from the curriculum field of the 2010s illuminate new possibilities forward for us as scholar educators today. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Condizione: New. Curriculum Windows: What Curriculum Theorists of the 2010s Can Teach Us About Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 2010s in contemporary terms.The authors explore how key books/authors from the curriculum field of the 2010s illuminate new possibilities forward for us as scholar educators today: How might the theories, practices, and ideas wrapped up in curriculum texts of the 2010s still resonate with us, allow us to see backward in time and forward as well - perhaps all at the same time? How might these figurative windows of insight, thought, ideas, fantasy, and fancy make us think differently about curriculum, teaching, learning, students, education, leadership, and schools? Further, how might they help us see more clearly, even perhaps put us on a path to correct the mistakes and missteps of intervening decades and of today? Or even create the possibilities for a bold, just, robust future for all, supported by outstanding educational access and experiences for all?The chapter authors, all doctoral students at Miami University in the Department of Educational Leadership in Oxford, Ohio, interpret several of the most important books in the curriculum field of the 2010s. The book's Foreword is by renowned curriculum theorist and friend of the Curriculum Windows series, William H. Schubert, PhD.

Paperback. Condizione: New. Curriculum Windows: What Curriculum Theorists of the 2010s Can Teach Us About Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 2010s in contemporary terms.The authors explore how key books/authors from the curriculum field of the 2010s illuminate new possibilities forward for us as scholar educators today: How might the theories, practices, and ideas wrapped up in curriculum texts of the 2010s still resonate with us, allow us to see backward in time and forward as well - perhaps all at the same time? How might these figurative windows of insight, thought, ideas, fantasy, and fancy make us think differently about curriculum, teaching, learning, students, education, leadership, and schools? Further, how might they help us see more clearly, even perhaps put us on a path to correct the mistakes and missteps of intervening decades and of today? Or even create the possibilities for a bold, just, robust future for all, supported by outstanding educational access and experiences for all?The chapter authors, all doctoral students at Miami University in the Department of Educational Leadership in Oxford, Ohio, interpret several of the most important books in the curriculum field of the 2010s. The book's Foreword is by renowned curriculum theorist and friend of the Curriculum Windows series, William H. Schubert, PhD.

Condizione: new.

Condizione: New.

Paperback. Condizione: Brand New. 220 pages. 6.14x2.00x9.21 inches. In Stock.

Paperback. Condizione: Very Good. First Edition. iii, 69pp, bibliography. Or pictorial card covers. Page edges toned, some foxing to inside of covers. Bulletin 792 of the Mississippi State University Agricultural and Forestry Experiment Station. Size: 8vo.

Condizione: New.

Condizione: As New. Unread book in perfect condition.

Condizione: As New. Unread book in perfect condition.

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

Condizione: new.

Condizione: new.

Condizione: New.

Paperback. Condizione: New. Curriculum Windows: What Curriculum Theorists of the 2000s Can Teach Us about Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 2000s in contemporary terms.The authors explore how key books/authors from the curriculum field of the 2000s illuminate new possibilities forward for us as scholar educators today: How might the theories, practices, and ideas wrapped up in curriculum texts of the 2000s still resonate with us, allow us to see backward in time and forward in time - all at the same time? How might these figurative windows of insight, thought, ideas, fantasy, and fancy make us think differently about curriculum, teaching, learning, students, education, leadership, and schools? Further, how might they help us see more clearly, even perhaps put us on a path to correct the mistakes and missteps of intervening decades and of today?The chapter authors and editors revisit and interpret several of the most important works in the curriculum field of the 2000s.

Condizione: New.

Condizione: New.

Condizione: New.

Paperback. Condizione: New. Curriculum Windows Redux: What Curriculum Theorists Can Teach Us about Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists in contemporary terms.The authors explore how key books/authors from the curriculum field illuminate new possibilities forward for us as scholar educators today: How might the theories, practices, and ideas wrapped up in these curriculum texts still resonate with us, allow us to see backward in time and forward in time - all at the same time? How might these figurative windows of insight, thought, ideas, fantasy, and fancy make us think differently about curriculum, teaching, learning, students, education, leadership, and schools? Further, how might they help us see more clearly, even perhaps put us on a path to correct the mistakes and missteps of intervening decades and of today?The authors complete the Curriculum Windows series with this 7th book, Redux, providing a scholarly view of 33 books that should have been treated in the first 6 books based on the decades of the 1950s-2000s.

Condizione: New.

Paperback. Condizione: New. Curriculum Windows: What Curriculum Theorists of the 1950s Can Teach Us about Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 1950s in contemporary terms.The authors explore how key books/authors from the curriculum field of the 1950s illuminate new possibilities forward for us as scholar educators today: How might the theories, practices, and ideas wrapped up in curriculum texts of the 1950s still resonate with us, allow us to see backward in time and forward in time - all at the same time? How might these figurative windows of insight, thought, ideas, fantasy, and fancy make us think differently about curriculum, teaching, learning, students, education, leadership, and schools? Further, how might they help us see more clearly, even perhaps put us on a path to correct the mistakes and missteps of intervening decades and of today?The chapter authors and editors revisit and interpret several of the most important works in the curriculum field of the 1950s.

Condizione: New. pp. 220.