patricia hinchey (318 Ergebnisse)

Taschenbuch. Zustand: Gut. 480 Seiten dtv 1968 : Jüdische Weisheit - tb 39-QWK6-GCWP Sprache: Englisch Gewicht in Gramm: 581.

Hardcover. xx, 168 S. Ehem. Bibliotheksexemplar mit Signatur und Stempel. GUTER Zustand, ein paar Gebrauchsspuren. Ex-library with stamp and library-signature. GOOD condition, some traces of use. K02186 9780820461496 Sprache: Englisch Gewicht in Gramm: 550.

Paperback. Zustand: Good. No Jacket. Pages can have notes/highlighting. Spine may show signs of wear. ~ ThriftBooks: Read More, Spend Less 0.61.

Paperback. Zustand: Good. First Edition. Ship within 24hrs. Satisfaction 100% guaranteed. APO/FPO addresses supported.

Zustand: Very Good. Used book that is in excellent condition. May show signs of wear or have minor defects.

Paperback. Zustand: Very Good.

Paperback. Zustand: Very Good.

Originalbroschur. Zustand: Sehr gut. Second edition. xviii, 154 S. Ein tadelloses Exemplar. - For teachers and teacher educators striving to address a growing number of state mandates relating to the education of English language learners (ELLs), Educating English Language Learners in an Inclusive Environment, Second Edition provides a reader-friendly survey of key topics, including: legal and professional imperatives, cultural concerns, linguistics, literacy instruction, assessment, policy, and politics. This overview will be useful to in-service teachers with little or no preparation for working with ELLs but who nevertheless face legislative demands to teach both academic content and English. It will also be useful to teacher educators trying to squeeze preparation for working with ELLs into already overflowing teacher preparation programs. Though many try, no one text can provide exhaustive information; there is simply too much to learn. This second edition instead provides readers with a road map to critical topics and to specific resources they can use independently to learn more, as they will surely need to do. ISBN 9781433135019 Sprache: Englisch Gewicht in Gramm: 258.

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - Despite the fact that publishers and policy-makers have had increasing influence over classrooms, it is the teacher who must make decisions on a minute-by-minute basis about what will help specific students learn. Similarly, local administrators must make key decisions at the school and district level that will best serve particular communities of teachers, students, and parents. Action research offers educators and other stakeholders a systematic way to research and reflect on specific students, classrooms, schools, and communities in order to solve local problems and improve local conditions. This book offers an overview of various definitions and perspectives on action research without prescribing any single approach. Instead, key questions are explored: Who conducts action research Why How Possible answers sketch the many types of possible projects, ranging from an individual teacher trying to improve the experience of a particular student to a group of educators and community members striving to improve local socioeconomic conditions. The Action Research Primer presents an accessible but comprehensive introduction to the field, providing a basic compass and map for the interested practitioner. Chapters include a brief historical overview, an introduction to competing research paradigms, discussion of key issues that inform project design, a serviceable guide to process, and an extensive list of resources pointing to more detail on the many categories, communities, and publication outlets of action research.

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - Since its introduction in 1998, Finding Freedom in the Classroom has impacted countless educators and preservice teachers by providing provocative questions about taken-for-granted educational routines as well as an alternative, imaginative view of what classrooms might become. This revised edition brings the conversation to the present day with contemporary examples and references to the best current thinking and writing on relevant issues. By defining terms in everyday language and demonstrating their relevance to everyday life in and out of the classroom, the book demystifies such formidable concepts as hegemony, epistemology, and praxis for readers with little or no background in educational philosophy. Each chapter in this edition ends with several thought-provoking discussion questions and an annotated list of suggestions for further reading, which together provide a sturdy bridge between the theoretical and the practical. Finding Freedom in the Classroom can help teachers both imagine and build new classroom worlds, empowering students and teachers alike to actively shape - rather than passively accept - their fates.

Zustand: New. 2018. Paperback. . . . . .

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

Zustand: Hervorragend. Zustand: Hervorragend | Sprache: Englisch | Produktart: Bücher.

Zustand: Very Good. annotated. Former library book; may include library markings. Used book that is in excellent condition. May show signs of wear or have minor defects.

Paperback. Zustand: Good. No Jacket. Pages can have notes/highlighting. Spine may show signs of wear. ~ ThriftBooks: Read More, Spend Less 1.25.

Zustand: Very Good. Used book that is in excellent condition. May show signs of wear or have minor defects.

Hardcover. Zustand: Used - Like New.

paperback. Zustand: Very Good. Cover and edges may have some wear.

Paperback / softback. Zustand: New. New copy - Usually dispatched within 4 working days. 266.

Hardcover. Zustand: As New. 1st Edition. WITH 480 PAGES , HARDCOVER , AS NEW, SPLENDID CONDITION , EXCELLENT VALUE.

Zustand: New.

Zustand: Sehr gut. XIII, 328 S. The Emancipatory Character of Action Research, Its History and the Present State of the Art. Ben W M. Boog -- Deploying Qualitative Methods for Critical Social Purposes. Gaile S. Cannella and Yvonna S. Lincoln -- The Utility of Educational Action Research for Emancipatory Change. Kimberly Kinder -- Uses of Data in Action Research. Marie Brennan and Susan E. Noffke -- Critical Advocacy Research: An Approach Whose Time Has Come. Carolyn M. Shields -- Limits to Knowledge and Being Human: What Is "Critical" in Critical Social Research and Theory? Phil Francis Carspecken -- Contextualizing Critical Action Research: Lessons from Urban Educators. Jennifer Esposito and Venus Evans-Winters -- From Disillusionment to Hope: Bicultural Practitioner Research. Eduardo Lopez -- Teaching Beyond the Skill and Drill: Reimagining Curriculum and Learning in a High-Stakes Testing Environment. Jennifer Zapata -- Big History, Little World: The Politics of Social Justice Curriculum in Advanced Placement World History. Rachel Klimke -- Challenging Standardized Curriculum: Recognizing, Critiquing, and Attempting to Transform the Learning Process. Nien N. Tran -- Perceptions of Health Education among Adolescents in an Urban School: A Project to Promote Empowerment and Health Literacy in an Underserved Community. Inga Wilder -- Doing Research with Young People: Participatory Research and the Rituals of Collective Work. Caitlin Cahill -- Circulating Critical Research: Reflections on Performance and Moving Inquiry into Action. Madeline Fox and Michelle Fine -- In Search of Critical Knowledge: Tracing Inheritance in the Landscape of Incarceration. Carolina Munoz Proto -- Split Scenes, Converging Visions: The Ethical Terrains Where PAR and Borderlands Scholarship Meet. Jennifer Ayala -- From Critical Research Practice to Critical Research Reporting. A. Suresh Canagarajah -- Recipe or Performing Art?: Challenging Conventions for Writing Action Research Theses. Kath Fisher and Renata Phelps -- Narrative Study in the Classroom-Knowing What Was, What Is, and What Could Be. Jessica Blanchard -- From Deficit to Abundance in the Classroom; Or What I Learned From Jayda. Lisa Sibbett -- Reverberating the Action Research Text. Rebecca Luce-Kapler -- Sojourning: Locating Ourselves in the Landscape. Antoinette Olberg, Joy Collins, Colleen Ferguson, David Freeman, Rita Levitz, Mary Lou McCaskell and Brigid Walters -- Wounded in the Field of Inquiry: Vulnerability in Critical Research. Edward J. Brantmeier -- Disruptions in the Field: An Academic's Lived Practice with Classroom Teachers. Janet L Miller -- Who Says We Can't Make a Silk Purse Out of a Sow's Ear? Transforming Market-based Programs into Critical Education. Pamela J. Konkol, with Simeon Stumme and Isabel Nunez -- Forming New Agreements: A Brief Critical Exploration of the Pedagogical Formations of Predominantly White, Preservice Teachers in an Urban Context. Jeanine M. Staples, Talia Carroll, Donna Marie Cole-Mallot, Jennifer Myler, Corey Simmons, Julie Schappe, and Theresa Adkins -- A Tale of Three Discourses: Doing Action Research in a Research Methods Class. Stephen R. Couch. ISBN 9781433117596 Sprache: Englisch Gewicht in Gramm: 1550 Fadengehefteter Originalpappband.

hardcover. Zustand: Very Good.

Zustand: New.

Zustand: New.

Zustand: New.

Zustand: Minor rubbing. VG. orig.boards Minor rubbing. VG. 22x14cm, xii, 483, Series: Critical Education Practice, Volume 20 / Garland Reference Library of Social Science, Volume 912. Contains 20 papers. Includes: J.l. Kincheloe "Trouble Ahead, Trouble Behind: Grounding the Post-formal Critique of Educational Psychology"; J.L.Kincheloe & S.R. Steinberg "A Tentative Description of Post-Formal Thinking: The Critical Confrontation with Cognitive Theory"; D. Weil "The Education of Meaninglessness & the Meaninglessness of Education: The Crisis of the Human Psyche at the Birth of the Second Millenium"; L.D. Soto "Constructivist Theory in the Age of Newt Gingrich: The Post-formal Concern with Power"; P.H. Hinchey "Educational Psychology's Pound of Flesh"; A.N. Johnson "Post-formal Thinking, Spiritual Intelligence & the Paradox of the Developmental Journey"; L. Villaverde "Creativity, Art & Aesthetics Unraveled Through Post-formalism: An Exploration of Perception, Experience & Pedagogy"; S.L. Howell "The Learning Organization: Recovery of Control"; D.P. Pierson "Remaking an Old Critical Tool: Notes Towards the Formation of Post-formal Semiotics"; M.M. Magill "Post-formal Thinking & Critical Multiculturalism"; V.K. Carter "Peeking Under the Fig Leaf: Are There Post- formal Parts in Instructional Systems?"; M.E. Lopez "The Dangers of Standardized Testing of Young Children: A Post-formal Alternative"; J.L. Kincheloe "Cultiviating Post-formal Intra/Interpersonal Intelligence: Cooperative Learning Critically Considered"; K. Berry " Destabilizing Educational Thought & Practice: Post-formal Pedagogy"; R.A. Horn, Jr. "The Dissociative Nature of Educational Change"; E.L Youth "A Radical Assessment of a Given Reality: Post-formal Thinking in the 'Hood";