Cerri m (71 Ergebnisse)

Paperback. Zustand: Very Good. No Jacket. May have limited writing in cover pages. Pages are unmarked. ~ ThriftBooks: Read More, Spend Less.

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

Paperback. Zustand: New. This book utilizes the theory of intersectionality to focus on the divergent identities and experiences of marginalized groups and to analyze the ways these experiences infiltrate the classroom. It examines teaching and learning as integrated and synergistic practices and highlights the personal and institutional power dynamics existing between scholars and students. Starting with the premise that institutions of higher education must pay attention to the ways intersecting identities and structures of privilege and disadvantage enter all educational settings, the contributors to this text represent a range of academic disciplines and they are both scholars and students. This approach demonstrates that ideas related to teaching and learning should not follow models that separate teachers, students, and disciplines, but rather that significant learning occurs in the areas where they overlap. Each chapter provides pedagogical strategies and methods for classroom practice that facilitate student learning, equitable classroom environments, and a social justice agenda.…

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

Zustand: New. Utilizes the theory of intersectionality to focus on the divergent identities and experiences of marginalized groups and to analyze the ways these experiences infiltrate the classroom. This book examines teaching and learning as integrated and synergistic practices and highlights the institutional power dynamics between scholars and students. Editor(s): Pliner, Susan M.; Banks, Cerri A. Series: Higher Ed. Num Pages: 230 pages. BIC Classification: JFSJ1; JHB; JNA; JNF. Category: (P) Professional & Vocational. Dimension: 152 x 227 x 14. Weight in Grams: 346. . 2012. New edition. Paperback. . . . .…

Zustand: New. In English.

Zustand: Buone. italiano Condizioni dell'esterno: Buone Condizioni dell'interno: Buone.

Zustand: New. Utilizes the theory of intersectionality to focus on the divergent identities and experiences of marginalized groups and to analyze the ways these experiences infiltrate the classroom. This book examines teaching and learning as integrated and synergistic practices and highlights the institutional power dynamics between scholars and students. Editor(s): Pliner, Susan M.; Banks, Cerri A. Series: Higher Ed. Num Pages: 230 pages. BIC Classification: JFSJ1; JHB; JNA; JNF. Category: (P) Professional & Vocational. Dimension: 152 x 227 x 14. Weight in Grams: 346. . 2012. New edition. Paperback. . . . . Books ship from the US and Ireland.…

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book utilizes the theory of intersectionality to focus on the divergent identities and experiences of marginalized groups and to analyze the ways these experiences infiltrate the classroom. It examines teaching and learning as integrated and synergistic practices and highlights the personal and institutional power dynamics existing between scholars and students. Starting with the premise that institutions of higher education must pay attention to the ways intersecting identities and structures of privilege and disadvantage enter all educational settings, the contributors to this text represent a range of academic disciplines and they are both scholars and students. This approach demonstrates that ideas related to teaching and learning should not follow models that separate teachers, students, and disciplines, but rather that significant learning occurs in the areas where they overlap. Each chapter provides pedagogical strategies and methods for classroom practice that facilitate student learning, equitable classroom environments, and a social justice agenda.…

Zustand: BUONO USATO. Da revisionare ITALIANO Brossura filo-refe, corpo lievemente ondulato che non altera buon aspetto complessivo, copertina illustrata da composizione con frammento pittorico in cornice, toni integri e brillanti, lievi le impronte da manipolazione al cartonato, evidenti le velature in quarta, conservazione interna semplicemente ottima, fogli come mai letti, puliti i tagli. N. pag. 265.…

paperback. Zustand: New. In shrink wrap. Looks like an interesting title.

Paperback. Zustand: New. Brand new book, sourced directly from publisher. Dispatch time is 7-8 days from our warehouse. Book will be sent in robust, secure packaging to ensure it reaches you securely.

Zustand: very_good. Gently read. May have name of previous ownership, or ex-library edition. Binding tight; spine straight and smooth, with no creasing; covers clean and crisp. Minimal signs of handling or shelving. 100% GUARANTEE! Shipped with delivery confirmation, if you're not satisfied with purchase please return item! Ships USPS Media Mail.…

Hardcover. Zustand: Very Good. Hardcover in very good condition. No dust jacket, as issued. Unused shop stock with a few bumps to board edges and a small abrasion to rear board at upper edge. Marks to page block. Pages are sound and internally clean throughout. AD. Used.

In 4°, cart. con sovrac., pp. 158, ill. in nero e col. nel testo. Ed. fuori commercio.

Zustand: Used: Like New. Libro Nuovo, lievi segni di giacenza, copertina lievemente ingiallita. Consegna 24/48 ore 61h7.

Zustand: New. Zustand des Schutzumschlags: Nuevo.

Zustand: New. Zustand des Schutzumschlags: Nuevo.

rilegato. Zustand: Good. 0. Copertina cartonata. Sovraccoperta cartonata con alette informative, sporca lievemente. Tagli e pagine integri. Collana: "Archivi di Arte e Culturra Piemontesi". 8842200328 Buono (Good) . Book.

rilegato. Zustand: Good. Copertina rigida, sovraccoperta illustrata leggermente brunita, pagine integre con illustrazioni 352 8842200328 Buono (Good) .

Taschenbuch. Zustand: Neu. Teaching, Learning and Intersecting Identities in Higher Education | Cerri Banks (u. a.) | Taschenbuch | Higher Ed | 240 S. | Englisch | 2012 | Peter Lang | EAN 9781433113130 | Verantwortliche Person für die EU: Lang, Peter GmbH, Gontardstr. 11, 10178 Berlin, r[dot]boehm-korff[at]peterlang[dot]com | Anbieter: preigu. …

Paperback. Zustand: New. This book utilizes the theory of intersectionality to focus on the divergent identities and experiences of marginalized groups and to analyze the ways these experiences infiltrate the classroom. It examines teaching and learning as integrated and synergistic practices and highlights the personal and institutional power dynamics existing between scholars and students. Starting with the premise that institutions of higher education must pay attention to the ways intersecting identities and structures of privilege and disadvantage enter all educational settings, the contributors to this text represent a range of academic disciplines and they are both scholars and students. This approach demonstrates that ideas related to teaching and learning should not follow models that separate teachers, students, and disciplines, but rather that significant learning occurs in the areas where they overlap. Each chapter provides pedagogical strategies and methods for classroom practice that facilitate student learning, equitable classroom environments, and a social justice agenda.…

Zustand: Used: Like New. Libro Nuovo, lievi segni di giacenza. Consegna 24/48 ore 61 m1.

rilegato. Zustand: Molto buono (Very Good). ST1185HCopertina editoriale in cartone rigido e sovraccoperta alettata,     volume complessivamente  in condizioni molto buone,  illustrato,  copertina e interno in ottimo stato, la sovraccoperta presenta lievi fioriture 352 pagine circaCopertina come da foto  ISBN/ASIN. Book.…

Zustand: Sehr gut. Zustand: Sehr gut | Seiten: 316 | Sprache: Englisch | Produktart: Bücher | In April 1993, an interdisciplinary NATO Advanced Research Workshop on "Collaborative dialogue technologies in distance learning" was held in Segovia, Spain. The workshop brought together researchers in fields related to distance learning using computer-mediated communication. The statement of justification of the NATO ARW follows hereafter. Justification of the NATO Advanced Research Workshop on Collaborative Dialogue Technologies in Distance Learning Computer Mediated Communication (CMC) systems have features that reduce some temporal, physical and social constraints on communication. Theories of communication have shifted from viewing communication as a linear transmission of messages by a sender to a receiver, to viewing it as a social paradigm, where individuals are actors in a network of interdependent relationships embedded in organizational and social structures. Recent research focuses on models of information-sharing to support not only the activities of individuals but also the problem-solving activities of groups, such as decision-making, planning or co­ writing. This area of research is called Computer Supported Cooperative Work (CSCW). The Artificial Intelligence (AI) approach uses knowledge-based systems to enhance and facilitate all these processes, including the possibility of using natural language. The traditional model of distance education places a strong emphasis on indepen­ dent study, supported by well developed learning materials. This model can be characterized as one-way media. However, the potential of CMC to provide better guidance to the student in Higher Distance Education has been quickly recognized for at least two kind of activities: information sharing and interaction.…

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book utilizes the theory of intersectionality to focus on the divergent identities and experiences of marginalized groups and to analyze the ways these experiences infiltrate the classroom. It examines teaching and learning as integrated and synergistic practices and highlights the personal and institutional power dynamics existing between scholars and students. Starting with the premise that institutions of higher education must pay attention to the ways intersecting identities and structures of privilege and disadvantage enter all educational settings, the contributors to this text represent a range of academic disciplines and they are both scholars and students. This approach demonstrates that ideas related to teaching and learning should not follow models that separate teachers, students, and disciplines, but rather that significant learning occurs in the areas where they overlap. Each chapter provides pedagogical strategies and methods for classroom practice that facilitate student learning, equitable classroom environments, and a social justice agenda.…

Zustand: New.

Zustand: As New. Unread book in perfect condition.

Zustand: New.

Zustand: New.