Goodyear jeffrey (16 Ergebnisse)

Paperback. Zustand: Very Good. The corners of the cover are a little creased. 367 pages. Books listed here are not stored at the shop. Please contact us if you want to pick up a book from Newtown.

Zustand: As New. Unread book in perfect condition.

Zustand: New.

Zustand: New. Addresses the important problem of understanding good university teaching, and focuses on the thinking, beliefs, and knowledge, which accompany teachers' actions. This title is suitable for education researchers, staff/faculty developers and educational developers. Editor(s): Hativa, Nira; Goodyear, Jeffrey. Num Pages: 367 pages, biography. BIC Classification: JNC; JNM. Category: (G) General (US: Trade); (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 235 x 155 x 19. Weight in Grams: 532. . 2001. Softcover reprint of the original 1st ed. 2002. Paperback. . . . . …

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - Research on teacher thinking, beliefs and knowledge in higher education Increasingly serious attention is being paid to the quality of learning and teaching in higher education. This is a global concern, associated with calls for greater accountability and efficiency, increases in the size and diversity of the student population and a relative decline in the real value of funds available for higher education. Teaching in higher education is having to become more professional. Agencies are being set up in a number of countries, charged with supporting and/or accrediting the development of teaching competences. (See, for example, the work of the Institute for Learning and Teaching in Higher Education in the United Kingdom. ) Faculty are paying greater attention to their teaching and to finding ways of improving the effectiveness and efficiency of the support they provide to students. Universities are shifting budgets towards the improvement of learning and teaching and are strengthening the roles of faculty developers. There is a growing stream of practical books, aimed at guiding both new and experienced university teachers (e. g. Beard & Hartley, 1987; Biggs, 1999; Brown & Atkins, 1988; Brown, Bull & Pendlebury, 1997; Brown & Knight, 1994; Gibbs & Jenkins, 1992; Hativa, 2000; Laurillard, 1993; McKeachie, 1999; Prosser & Trigwell, 1999; Race & Brown, 1993; Ramsden, 1992). These shifts are creating a demand for a better research-based understanding of the nature of teaching in higher education.…

Zustand: New. pp. 380.

Taschenbuch. Zustand: Neu. Teacher Thinking, Beliefs and Knowledge in Higher Education | N. Hativa (u. a.) | Taschenbuch | vii | Englisch | 2001 | Springer | EAN 9781402000959 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu. …

Zustand: New. Addresses the important problem of understanding good university teaching, and focuses on the thinking, beliefs, and knowledge, which accompany teachers' actions. This title is suitable for education researchers, staff/faculty developers and educational developers. Editor(s): Hativa, Nira; Goodyear, Jeffrey. Num Pages: 367 pages, biography. BIC Classification: JNC; JNM. Category: (G) General (US: Trade); (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 235 x 155 x 19. Weight in Grams: 532. . 2001. Softcover reprint of the original 1st ed. 2002. Paperback. . . . . Books ship from the US and Ireland. …

Taschenbuch. Zustand: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Research on teacher thinking, beliefs and knowledge in higher education Increasingly serious attention is being paid to the quality of learning and teaching in higher education. This is a global concern, associated with calls for greater accountability and efficiency, increases in the size and diversity of the student population and a relative decline in the real value of funds available for higher education. Teaching in higher education is having to become more professional. Agencies are being set up in a number of countries, charged with supporting and/or accrediting the development of teaching competences. (See, for example, the work of the Institute for Learning and Teaching in Higher Education in the United Kingdom. ) Faculty are paying greater attention to their teaching and to finding ways of improving the effectiveness and efficiency of the support they provide to students. Universities are shifting budgets towards the improvement of learning and teaching and are strengthening the roles of faculty developers. There is a growing stream of practical books, aimed at guiding both new and experienced university teachers (e. g. Beard & Hartley, 1987; Biggs, 1999; Brown & Atkins, 1988; Brown, Bull & Pendlebury, 1997; Brown & Knight, 1994; Gibbs & Jenkins, 1992; Hativa, 2000; Laurillard, 1993; McKeachie, 1999; Prosser & Trigwell, 1999; Race & Brown, 1993; Ramsden, 1992). These shifts are creating a demand for a better research-based understanding of the nature of teaching in higher education. 380 pp. Englisch. …

Kartoniert / Broschiert. Zustand: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Includes supplementary material: sn.pub/extrasThis volume addresses the important problem of understanding good university teaching, and focuses on the thinking, beliefs, and knowledge, which accompany teachers actions. It is the first book t. …

Buch. Zustand: Neu. Teacher Thinking, Beliefs and Knowledge in Higher Education | Jeffrey Goodyear (u. a.) | Buch | vii | Englisch | 2001 | Springer Netherlands | EAN 9781402000942 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu Print on Demand. …

Buch. Zustand: Neu. This item is printed on demand - Print on Demand Titel. Neuware -Research on teacher thinking, beliefs and knowledge in higher education Increasingly serious attention is being paid to the quality of learning and teaching in higher education. This is a global concern, associated with calls for greater accountability and efficiency, increases in the size and diversity of the student population and a relative decline in the real value of funds available for higher education. Teaching in higher education is having to become more professional. Agencies are being set up in a number of countries, charged with supporting and/or accrediting the development of teaching competences. (See, for example, the work of the Institute for Learning and Teaching in Higher Education in the United Kingdom. ) Faculty are paying greater attention to their teaching and to finding ways of improving the effectiveness and efficiency of the support they provide to students. Universities are shifting budgets towards the improvement of learning and teaching and are strengthening the roles of faculty developers. There is a growing stream of practical books, aimed at guiding both new and experienced university teachers (e. g. Beard & Hartley, 1987; Biggs, 1999; Brown & Atkins, 1988; Brown, Bull & Pendlebury, 1997; Brown & Knight, 1994; Gibbs & Jenkins, 1992; Hativa, 2000; Laurillard, 1993; McKeachie, 1999; Prosser & Trigwell, 1999; Race & Brown, 1993; Ramsden, 1992). These shifts are creating a demand for a better research-based understanding of the nature of teaching in higher education.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 380 pp. Englisch.…

Taschenbuch. Zustand: Neu. This item is printed on demand - Print on Demand Titel. Neuware -Research on teacher thinking, beliefs and knowledge in higher education Increasingly serious attention is being paid to the quality of learning and teaching in higher education. This is a global concern, associated with calls for greater accountability and efficiency, increases in the size and diversity of the student population and a relative decline in the real value of funds available for higher education. Teaching in higher education is having to become more professional. Agencies are being set up in a number of countries, charged with supporting and/or accrediting the development of teaching competences. (See, for example, the work of the Institute for Learning and Teaching in Higher Education in the United Kingdom. ) Faculty are paying greater attention to their teaching and to finding ways of improving the effectiveness and efficiency of the support they provide to students. Universities are shifting budgets towards the improvement of learning and teaching and are strengthening the roles of faculty developers. There is a growing stream of practical books, aimed at guiding both new and experienced university teachers (e. g. Beard & Hartley, 1987; Biggs, 1999; Brown & Atkins, 1988; Brown, Bull & Pendlebury, 1997; Brown & Knight, 1994; Gibbs & Jenkins, 1992; Hativa, 2000; Laurillard, 1993; McKeachie, 1999; Prosser & Trigwell, 1999; Race & Brown, 1993; Ramsden, 1992). These shifts are creating a demand for a better research-based understanding of the nature of teaching in higher education.Springer-Verlag KG, Sachsenplatz 4-6, 1201 Wien 380 pp. Englisch. …

Zustand: New. Print on Demand pp. 380 49:B&W 6.14 x 9.21 in or 234 x 156 mm (Royal 8vo) Perfect Bound on White w/Gloss Lam.

Zustand: New. PRINT ON DEMAND pp. 380.

Zustand: New. PRINT ON DEMAND pp. 380.