schaffer kristen (25 Ergebnisse)

Paperback. Zustand: Brand New. 120 pages. 9.00x6.00x0.30 inches. In Stock.

Zustand: acceptable. This book is in acceptable condition and may have highlighting and or writing throughout. The actual cover image may not match the stock photo, dust jacket may be damaged or missing. Book may show internal and or external wear on spine or cover and may be slightly skewed or have creased pages. This is a used book so codes may be invalid or accompanying media may be missing. May be an Ex library book with stickers and stamps.

Zustand: Good. Former library copy. Pages intact with minimal writing/highlighting. The binding may be loose and creased. Dust jackets/supplements are not included. Includes library markings. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.

Zustand: Good. Former library copy. Pages intact with minimal writing/highlighting. The binding may be loose and creased. Dust jackets/supplements are not included. Includes library markings. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.

Hardcover. Zustand: Very Good. Zustand des Schutzumschlags: Very Good. Shelf wear and edging to dust jacket.

Hardcover. Zustand: Very Good. Zustand des Schutzumschlags: Very Good. First Edition. No markings. Oversize.

Zustand des Schutzumschlags: dj. First Edition. First edition and first printing. Hardcover. 223 pages. A monograph on American architect Daniel H. Burnham who was responsible for the iconic Flatiron Building in New York and numerous other classic buildings in Chicago and many other cities. Edited by Scott J. Tilden. Features text by Kristen Schaffer. Includes photographs by Paul Rocheleau. A clean and tight near fine copy with some slight bumping to the top edge of the front board and in a near fine dust jacket with a tiny tear to the base of the spine.

Zustand: New. 2026. paperback. . . . . . Books ship from the US and Ireland.

Hardcover. Zustand: Very Good +. Zustand des Schutzumschlags: Very Good +. Blue paper-covered boards with white-debossed particulars to spine. Pages are clean and unmarked. Text block has a few small scuff markings to lower edge, but is otherwise is clean and unmarked. Boards are clean and bright with light bumping and rubbing to corners and ends of spine. Binding is tight, spine slightly leans. Dust jacket is clean and bright with bump with light rubbing and creasing to headcap and light wear to lower corner of rear cover.

Zustand: New. 2026. paperback. . . . . .

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book challenges the deficit narratives in science education that marginalize children from lower-income communities by failing to recognize their science know-how. Through personal narrative and critical practitioner inquiry, the author examines her own complicity and explores how educators can reframe what counts as science using a funds of science knowledge (FoSK) framework. Drawing on community-based research in an after-school science club, the book illustrates how children engage in meaningful, creative, and culturally grounded science practices. It offers tools for educators and researchers to reflect on their politics of recognition and support equity by affirming all children as capable science knowers.

Taschenbuch. Zustand: Neu. Children Do Science | Learning to Recognize Children's Science | Kristen Schaffer | Taschenbuch | Bios-Mythois | Englisch | 2026 | Peter Lang | EAN 9783034354011 | Verantwortliche Person für die EU: Lang, Peter GmbH, Gontardstr. 11, 10178 Berlin, r[dot]boehm-korff[at]peterlang[dot]com | Anbieter: preigu.

Hardcover. Zustand: Near Fine. Zustand des Schutzumschlags: Good. First Edition Thus. xviii / 164 pp with cxlii illustrations and maps with colour, some folding plates. Blck cloth with gilt titles, black endpapers, This is a facsimile of the 1909 edition with an introductory essay from 1993. Inscription to half title otherwise a clean sound book, dust wrapper a sunned and shelf marked. Over 1.4Kg Outside UK will need extra postage.

Hardcover. Zustand: new. New Copy. Customer Service Guaranteed.

Zustand: New. Satisfaction Guaranteed or your money back.

Hardcover. Zustand: New.

Hardcover. Zustand: New.

Hardcover. Zustand: New.

Hardback. Dust jacket. 1st edition. 223, [1 (blank)] pp (including Index). Color photography by Paul Rocheleau. 12-3/8" x 10-3/8" A Nr Fine copy in a similar jacket.

folio. pp. 223. colour illus. cloth. dw.

Paperback. Zustand: new. Paperback. This book challenges the deficit narratives in science education that marginalize children from lower-income communities by failing to recognize their science know-how. Through personal narrative and critical practitioner inquiry, the author examines her own complicity and explores how educators can reframe what counts as science using a funds of science knowledge (FoSK) framework. Drawing on community-based research in an after-school science club, the book illustrates how children engage in meaningful, creative, and culturally grounded science practices. It offers tools for educators and researchers to reflect on their politics of recognition and support equity by affirming all children as capable science knowers. This book explores how educators and researchers can shift deficit views by recognizing all children as science practitioners. Using personal narrative, community-based research, and a funds of science knowledge framework, it shows how to affirm childrens diverse science practices and reimagine equity in science education. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Taschenbuch. Zustand: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This book challenges the deficit narratives in science education that marginalize children from lower-income communities by failing to recognize their science know-how. Through personal narrative and critical practitioner inquiry, the author examines her own complicity and explores how educators can reframe what counts as science using a funds of science knowledge (FoSK) framework. Drawing on community-based research in an after-school science club, the book illustrates how children engage in meaningful, creative, and culturally grounded science practices. It offers tools for educators and researchers to reflect on their politics of recognition and support equity by affirming all children as capable science knowers. 236 pp. Englisch.

Paperback. Zustand: new. Paperback. This book challenges the deficit narratives in science education that marginalize children from lower-income communities by failing to recognize their science know-how. Through personal narrative and critical practitioner inquiry, the author examines her own complicity and explores how educators can reframe what counts as science using a funds of science knowledge (FoSK) framework. Drawing on community-based research in an after-school science club, the book illustrates how children engage in meaningful, creative, and culturally grounded science practices. It offers tools for educators and researchers to reflect on their politics of recognition and support equity by affirming all children as capable science knowers. This book explores how educators and researchers can shift deficit views by recognizing all children as science practitioners. Using personal narrative, community-based research, and a funds of science knowledge framework, it shows how to affirm childrens diverse science practices and reimagine equity in science education. This item is printed on demand. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.

Paperback. Zustand: new. Paperback. This book challenges the deficit narratives in science education that marginalize children from lower-income communities by failing to recognize their science know-how. Through personal narrative and critical practitioner inquiry, the author examines her own complicity and explores how educators can reframe what counts as science using a funds of science knowledge (FoSK) framework. Drawing on community-based research in an after-school science club, the book illustrates how children engage in meaningful, creative, and culturally grounded science practices. It offers tools for educators and researchers to reflect on their politics of recognition and support equity by affirming all children as capable science knowers. This book explores how educators and researchers can shift deficit views by recognizing all children as science practitioners. Using personal narrative, community-based research, and a funds of science knowledge framework, it shows how to affirm childrens diverse science practices and reimagine equity in science education. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.

Taschenbuch. Zustand: Neu. This item is printed on demand - Print on Demand Titel. Neuware -This book challenges the deficit narratives in science education that marginalize children from lower-income communities by failing to recognize their science know-how. Through personal narrative and critical practitioner inquiry, the author examines her own complicity and explores how educators can reframe what counts as science using a funds of science knowledge (FoSK) framework. Drawing on community-based research in an after-school science club, the book illustrates how children engage in meaningful, creative, and culturally grounded science practices. It offers tools for educators and researchers to reflect on their politics of recognition and support equity by affirming all children as capable science knowers. 236 pp. Englisch.