Christina Lyons (72 results)

paperback. Condition: Very Good.

Hardcover. Condition: As New. No Jacket. Pages are clean and are not marred by notes or folds of any kind. ~ ThriftBooks: Read More, Spend Less. Subisak, Tracy (illustrator).

Hardcover. Condition: Very Good. No Jacket. Former library book; May have limited writing in cover pages. Pages are unmarked. ~ ThriftBooks: Read More, Spend Less. Subisak, Tracy (illustrator).

Condition: very_good. Excellent condition with just a hint of character. Minor signs of love, but the pages are still clean and ready to be enjoyed! May have limited writing in cover pages. 100% Satisfaction Guarantee!! **Ships SWIFTLY!**. Subisak, Tracy (illustrator).

hardcover. Condition: Very Good. Connecting readers with great books since 1972! Used books may not include companion materials, and may have some shelf wear or limited writing. We ship orders daily and Customer Service is our top priority. Subisak, Tracy (illustrator).

hardcover. Condition: Very Good. Connecting readers with great books since 1972! Used books may not include companion materials, and may have some shelf wear or limited writing. We ship orders daily and Customer Service is our top priority. Subisak, Tracy (illustrator).

Condition: Good. Pages intact with minimal writing/highlighting. The binding may be loose and creased. Dust jackets/supplements are not included. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good. Subisak, Tracy (illustrator).

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

Condition: New. Subisak, Tracy (illustrator).

Condition: New. Brand New! Not Overstocks or Low Quality Book Club Editions! Direct From the Publisher! We're not a giant, faceless warehouse organization! We're a small town bookstore that loves books and loves it's customers! Buy from Lakeside Books. Subisak, Tracy (illustrator).

Condition: As New. Unread book in perfect condition. Subisak, Tracy (illustrator).

paperback. Condition: Very Good. Connecting readers with great books since 1972! Used books may not include companion materials, and may have some shelf wear or limited writing. We ship orders daily and Customer Service is our top priority.

Condition: 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.

Condition: Very Good. Former library copy. Pages intact with possible writing/highlighting. Binding strong with minor wear. Dust jackets/supplements may not be included. Includes library markings. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.

Hardback. Condition: New. Subisak, Tracy (illustrator).

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

Condition: New. Subisak, Tracy (illustrator).

Hardback. Condition: New. Subisak, Tracy (illustrator).

Condition: 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.…

Condition: Good. This is an ex-library book and may have the usual library/used-book markings inside.This book has soft covers. In good all round condition. Please note the Image in this listing is a stock photo and may not match the covers of the actual item,1800grams, ISBN:9781604266030.

School and Library Binding. Condition: Brand New. 11.25x9.25x0.75 inches. In Stock. Subisak, Tracy (illustrator).

School and Library Binding. Condition: Brand New. 11.25x9.25x0.75 inches. In Stock. Subisak, Tracy (illustrator).

Condition: New. Subisak, Tracy (illustrator).

Condition: As New. Unread book in perfect condition. Subisak, Tracy (illustrator).

Condition: 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.…

Condition: very_good.

Condition: Fair. Book is in Used-Acceptable condition. Used items may not include supplementary materials such as CDs or access codes. Pages and cover may have wear, tears, and stickers. Pages are may contain notes and highlighting.

Taschenbuch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - Academic Paper from the year 2007 in the subject Didactics - Common Didactics, Educational Objectives, Methods, grade: A, Southern Illinois University Carbondale (Curriculum & Instruction), language: English, abstract: Teachers' attitudes towards black male students are still an under-discussed topic. But do we educators furnish them with equal learning opportunities as our white male students Frankly, teachers of third track classes filled with black boys, can you claim for yourself never to use easy reader texts for your audience while providing the same literature in its original, sophisticated version to top track classes abundant with white students In the following, let us explore current teachers' perceptions of their black male students, in order to find ways for instructors to identify possible forms of stereotyping and labeling, and to make suggestions for a change in perspective for teaching a diverse classroom. …

Taschenbuch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - Seminar paper from the year 2010 in the subject English Language and Literature Studies - Literature, grade: A, Southern Illinois University Carbondale (Curriculum & Instruction), language: English, abstract: In the history of teaching, different kinds of visual literacies could be shown beneficial for students; it need not be a whole novel rendered in pictures, it can start with simple letter recognition. The present study will deal with a struggling writer's experiences with graphic novels.My single case study participant is a 6th-grade, male struggling writer of African descent, born in the U.S. He is not professionally diagnosed, but has an IEP at his middle school for 'executive function disorder,' which officially does not exist as a 'disease.' His teachers have noticed that he has trouble executing written tasks, although he is perfectly able to dictate content of high quality. It seems to be not only a graphomotor dysfunction, for he can type a little better than handwrite; the main problem for him is to start a writing task, and also to finish it. As preliminary data from a year-long tutoring experience in a local Reading Clinic revealed, during which time I worked with him first in a classroom environment for half a year, and then in my office with just two tutees present, the boy reads at 9th grade level; however, when asked to do a quickwrite in 10 minutes, he can only come up with sentences like, 'Can I have a drink please ', whereas the other tutees managed to write half a page or a page of a story. His handwriting is huge, uneven, bears mechanical errors (although not enough to call him dyslexic for his age category), and so slow-paced that he cannot manage to finish a task in a given time. In clear opposition to this stands the observation that Remy has an astonishingly advanced vocabulary; when talking to him, one thinks he is much older and more mature, and very polite and well-behaved. This impression fades when one tutors him, and he exhibits unsuppressed, child-like behavior like farting and belching without embarrassment.The other participants are 28 teachers / professors who use graphic novels and took an online survey; 2 high school English teachers who do not use graphic novels and were interviewed personally; 20 authors and illustrators, as well as scholarly reviewers of graphic novels who took their respective online surveys.…

Taschenbuch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - Academic Paper from the year 2010 in the subject History of Germany - Modern History, grade: A, Southern Illinois University Carbondale (Curriculum & Instruction), course: EDUC 590, language: English, abstract: This paper shall attempt a discussion of the impact the German reunification had on the former East German teachers and students. The biographical account of a sample teacher, Anna Große, as described by Melanie Fabel-Lamla in her ethnographical studies from 2004-2006, will be used as a cliffhanger to hear some of the authentic voices of those people concerned.Not even the most liberal teacher, uh, can have the illusion that for his school, all this does not apply or so, or that one could cancel it out, this function of the state. I want to stay with the students. And I hope that I can give them something on their way through their lives. And I give a shit whether this suits somebody politically or not. (Fabel-Lamla, 2006, p. 172)Anna Große, a former East German teacher whose radical words are repeated here, is but one of the victims of our educational reform-the teachers and students who lived through the East German educational system, and for whom a dream-or a fear -came true after the reunification in 1989. One country, two ideologies-after the 'Wende' (Change), Germany had to face the issue of bringing East and West together with a common educational goal, so that the youth of the future could be educated in a democratic way and under academic freedom. For the West, everything remained the same (apart for the additional taxes for 'Aufbau Ost'-'Rebuilding the East,' a term whose condescendence has always bothered me); we still had our 13 years of education in the West, whereas the East was suddenly threatened to adapt its 12-year system (which, by the way, is common in the other European countries, as well as in the U.S.) to our school system. But it is not only a matter of structure-what went on in the minds; what about the East German teachers and students How could they combine their upbringing and previous education, which was marked by ideological infiltration, unfair grading, favoritism of the politically engaged, hindrances regarding school and subject selection, suppression and persecution of teachers, professors, and students, with the new 'freedom of expression' which the West bounteously threw at their feet What have those teachers and students lost; what have they gained How did they fare, and if they were rebellious under the Communist regime, was their fight honored afterwards accordingly.…