Condizione: As New. Unread book in perfect condition.
Condizione: New.
Da: Majestic Books, Hounslow, Regno Unito
EUR 42,78
Quantità: 3 disponibili
Aggiungi al carrelloCondizione: New.
Da: GreatBookPricesUK, Woodford Green, Regno Unito
EUR 40,65
Quantità: 10 disponibili
Aggiungi al carrelloCondizione: As New. Unread book in perfect condition.
Da: Books Puddle, New York, NY, U.S.A.
Condizione: New.
Da: GreatBookPricesUK, Woodford Green, Regno Unito
EUR 44,42
Quantità: 10 disponibili
Aggiungi al carrelloCondizione: New.
EUR 44,43
Quantità: 1 disponibili
Aggiungi al carrelloPaperback / softback. Condizione: New. New copy - Usually dispatched within 4 working days.
Da: Biblios, Frankfurt am main, HESSE, Germania
EUR 52,46
Quantità: 3 disponibili
Aggiungi al carrelloCondizione: New.
EUR 56,63
Quantità: 1 disponibili
Aggiungi al carrelloPaperback. Condizione: Brand New. 274 pages. 9.18x6.12x9.21 inches. In Stock.
EUR 43,92
Quantità: Più di 20 disponibili
Aggiungi al carrelloCondizione: New. First published in 1980, Progress and Performance in the Primary Classroom assesses the performance of primary schoolchildren in a range of study skills as well as on the more conventional tests of mathematics, language use and reading. The findin.
Da: Phatpocket Limited, Waltham Abbey, HERTS, Regno Unito
EUR 106,10
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.
Lingua: Inglese
Editore: Taylor & Francis Ltd Jan 2025, 2025
ISBN 10: 1032421169 ISBN 13: 9781032421162
Da: AHA-BUCH GmbH, Einbeck, Germania
EUR 54,49
Quantità: 2 disponibili
Aggiungi al carrelloTaschenbuch. Condizione: Neu. Neuware - First published in 1980, Progress and Performance in the Primary Classroom assesses the performance of primary schoolchildren in a range of study skills as well as on the more conventional tests of mathematics, language use and reading. The findings indicate that the more successful styles are used by the more experienced teachers, who manage to increase the amount of contact with the pupils by a variety of organizational strategies. While pupils who receive the greatest amount of class teaching do best on mathematics, there is no evidence to suggest that the characteristics of teaching valued by critics of modern primary practice exert any significant influence on pupil progress.
Condizione: As New. Unread book in perfect condition.
Da: Majestic Books, Hounslow, Regno Unito
EUR 129,00
Quantità: 3 disponibili
Aggiungi al carrelloCondizione: New.
Condizione: New.
Da: GreatBookPricesUK, Woodford Green, Regno Unito
EUR 123,11
Quantità: 10 disponibili
Aggiungi al carrelloCondizione: As New. Unread book in perfect condition.
EUR 127,88
Quantità: 1 disponibili
Aggiungi al carrelloHardback. Condizione: New. New copy - Usually dispatched within 4 working days.
Da: GreatBookPricesUK, Woodford Green, Regno Unito
EUR 127,87
Quantità: 10 disponibili
Aggiungi al carrelloCondizione: New.
Da: Books Puddle, New York, NY, U.S.A.
Condizione: New.
Da: Biblios, Frankfurt am main, HESSE, Germania
EUR 147,07
Quantità: 3 disponibili
Aggiungi al carrelloCondizione: New.
EUR 121,96
Quantità: Più di 20 disponibili
Aggiungi al carrelloCondizione: New. Maurice Galton and Brian SimonFirst published in 1980, Progress and Performance in the Primary Classroom assesses the performance of primary schoolchildren in a range of study skills as well as on the more conventio.
Lingua: Inglese
Editore: Taylor & Francis Ltd Feb 2023, 2023
ISBN 10: 1032421150 ISBN 13: 9781032421155
Da: AHA-BUCH GmbH, Einbeck, Germania
EUR 150,61
Quantità: 2 disponibili
Aggiungi al carrelloBuch. Condizione: Neu. Neuware - First published in 1980, Progress and Performance in the Primary Classroom assesses the performance of primary schoolchildren in a range of study skills as well as on the more conventional tests of mathematics, language use and reading. The findings indicate that the more successful styles are used by the more experienced teachers, who manage to increase the amount of contact with the pupils by a variety of organizational strategies. While pupils who receive the greatest amount of class teaching do best on mathematics, there is no evidence to suggest that the characteristics of teaching valued by critics of modern primary practice exert any significant influence on pupil progress.