Paperback. Condizione: Fine.
Da: PBShop.store UK, Fairford, GLOS, Regno Unito
EUR 23,82
Quantità: 15 disponibili
Aggiungi al carrelloPAP. Condizione: New. New Book. Shipped from UK. Established seller since 2000.
Da: Phatpocket Limited, Waltham Abbey, HERTS, Regno Unito
EUR 18,50
Quantità: 1 disponibili
Aggiungi al carrelloCondizione: Good. Your purchase helps support Sri Lankan Children's Charity 'The Rainbow Centre'. Ex-library, so some stamps and wear, but in good overall condition. Our donations to The Rainbow Centre have helped provide an education and a safe haven to hundreds of children who live in appalling conditions.
Da: Brook Bookstore On Demand, Napoli, NA, Italia
EUR 25,24
Quantità: Più di 20 disponibili
Aggiungi al carrelloCondizione: new.
EUR 24,21
Quantità: 2 disponibili
Aggiungi al carrelloPaperback. Condizione: Brand New. 197 pages. 9.00x6.00x0.50 inches. In Stock.
Lingua: Inglese
Editore: Teachers College Press, Teachers College, Columbia University, 2001
ISBN 10: 0807740306 ISBN 13: 9780807740309
Da: Majestic Books, Hounslow, Regno Unito
EUR 28,50
Quantità: 3 disponibili
Aggiungi al carrelloCondizione: New. pp. 208.
EUR 28,82
Quantità: Più di 20 disponibili
Aggiungi al carrelloCondizione: New. A set of stories about how something as simple as ordinary talk among teachers can become a powerful medium for teacher learning and professional development. It draws on the work of eight groups of teachers in the US and Israel who met in conversation over a period of four to five years. Editor(s): Clark, Christopher M. Num Pages: 208 pages, Illustrations. BIC Classification: JNMT; JNT. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 234 x 156 x 14. Weight in Grams: 295. . 2001. First Printing. Paperback. . . . .
Da: THE SAINT BOOKSTORE, Southport, Regno Unito
EUR 23,81
Quantità: Più di 20 disponibili
Aggiungi al carrelloPaperback / softback. Condizione: New. New copy - Usually dispatched within 4 working days.
Lingua: Inglese
Editore: Teachers College Press, Teachers College, Columbia University, 2001
ISBN 10: 0807740306 ISBN 13: 9780807740309
Da: Books Puddle, New York, NY, U.S.A.
Condizione: New. pp. 208.
EUR 34,80
Quantità: Più di 20 disponibili
Aggiungi al carrelloCondizione: New. A set of stories about how something as simple as ordinary talk among teachers can become a powerful medium for teacher learning and professional development. It draws on the work of eight groups of teachers in the US and Israel who met in conversation over a period of four to five years. Editor(s): Clark, Christopher M. Num Pages: 208 pages, Illustrations. BIC Classification: JNMT; JNT. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 234 x 156 x 14. Weight in Grams: 295. . 2001. First Printing. Paperback. . . . . Books ship from the US and Ireland.
Da: BennettBooksLtd, Los Angeles, CA, U.S.A.
Paperback. Condizione: New. In shrink wrap. Looks like an interesting title!
EUR 24,35
Quantità: 5 disponibili
Aggiungi al carrelloTaschenbuch. Condizione: Neu. Talking Shop | Authentic Conversation and Teacher Learning | Christopher M Clark | Taschenbuch | Englisch | 2001 | Teachers College Press | EAN 9780807740309 | Verantwortliche Person für die EU: Mare Nostrum Group B.V., Doelen 72, 4831 GR BREDA, NIEDERLANDE, gpsr[at]mare-nostrum[dot]co[dot]uk | Anbieter: preigu.
Lingua: Inglese
Editore: Teachers College Press Mär 2001, 2001
ISBN 10: 0807740306 ISBN 13: 9780807740309
Da: BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, Germania
EUR 24,61
Quantità: 2 disponibili
Aggiungi al carrelloTaschenbuch. Condizione: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -What do teachers learn from talking to one another about their practice This set of stories focuses on this important question and presents a case for how the ordinary talk among teachers is a potent medium for teacher training and professional development. Drawing from the work from eight groups of teachers in the United States and Israel who have met in conversation for the past four to five years, the contributors present descriptions of the complexities, obstacles, contradictions, and possibilities that can accompany teacher conversation. Their research findings culminate in a practical model that helps guide educators in developing and supporting their own teacher conversation groups. They show how the development and support model they put forth: is teacher-centred, inexpensive and sustainable; provides frameworks to guide teacher conversations and authentic examples of professional development in action; offers opportunities for faculty and doctoral students to do low-cost, publishable research on learning to teach; and is easy to orchestrate. Contributors include Lynne Cavazos, Alison Cook-Sather, Susan Florio-Ruane, Lily Orland, Taffy E. Raphael, Frances Rust, Stephen A. Swidler, and Michal Zellermayer. 208 pp. Englisch.
Da: AHA-BUCH GmbH, Einbeck, Germania
EUR 28,71
Quantità: 2 disponibili
Aggiungi al carrelloTaschenbuch. Condizione: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - What do teachers learn from talking to one another about their practice This set of stories focuses on this important question and presents a case for how the ordinary talk among teachers is a potent medium for teacher training and professional development. Drawing from the work from eight groups of teachers in the United States and Israel who have met in conversation for the past four to five years, the contributors present descriptions of the complexities, obstacles, contradictions, and possibilities that can accompany teacher conversation. Their research findings culminate in a practical model that helps guide educators in developing and supporting their own teacher conversation groups. They show how the development and support model they put forth: is teacher-centred, inexpensive and sustainable; provides frameworks to guide teacher conversations and authentic examples of professional development in action; offers opportunities for faculty and doctoral students to do low-cost, publishable research on learning to teach; and is easy to orchestrate. Contributors include Lynne Cavazos, Alison Cook-Sather, Susan Florio-Ruane, Lily Orland, Taffy E. Raphael, Frances Rust, Stephen A. Swidler, and Michal Zellermayer.