Macgregor Chris (27 results)

Stapled Wraps. Condition: Very Good. The exceedingly scarce [de facto] first issue of the Purchase Poetry Review, which - as a subsequently annual publication - suggests that this publication appeared in 1977. Purchase College, State University of New York - early 1970s brainchild of Nelson Rockefeller, designed as the perfect "menage a trois" of arts, liberal arts, and sciences - hip, intense, an isolated oasis, an honors/pass/no-credit grading system. Then came the budget cuts and the insidious letter-grade quantification of achievement, along with Albany's increasingly conservative answers to the question: "What is higher education?" The campus has always been fertile soil for poetry, blossoming as "art", self-therapy, protest, confession, or escapism. Here is another annual selection of works, mostly by students, but with an occasional contribution from professors and staff, as well as "outsiders" (also including Debbie Schull, Elinor Schull, Amy Smiley, Paul Spillenger, Harold Stevenson, William Tyler, and Anonymous). 40 pages. CONDITION: a tight, unmarked, uncreased copy with moderate shelf-wear, plus significant age-toning to the card-stock cover. This rare treasure is now in a clear, protective polypropylene bag with archival backing board.

Paperback. Condition: Brand New. 32 pages. 9.21x10.00x0.16 inches. In Stock.

Condition: New.

Paperback. Condition: New. We know that educators and education systems at large face countless decisions every day. We also know that grounding educational decisions in research can improve the likelihood of desirable teaching and learning outcomes, as well as reduce the likelihood of unintended consequences. Research is just one among many types of evidence used in educational decision-making, however. So being "evidence informed" is as much about engaging with research evidence as it is engaging with practice-based evidence (e.g., professional judgment) and data-based evidence (e.g., school performance data). How can educators become evidence-informed? In our view, the best approach is to learn from examples from experts of how research can be integrated with these other types of evidence, and so regularly inform our own everyday practice. With that in mind, this practical handbook offers 16 illuminating chapters that provide a wealth of advice and perspectives on the subject written by North American educators who are striving to realize the idea of research-informed practice. Key themes - reflective practitioners, networks and collaboration, trust -emerge to help teachers formalize, prioritize and mobilize the use of research-evidence in schools.

Condition: As New. Unread book in perfect condition.

Paperback. Condition: Brand New. 184 pages. 8.27x5.83x0.28 inches. In Stock.

Softcover. Condition: Near Fine. First Edition. Near Fine white paperback lightly bumped at the lower corner. 81 pages, unmarked; OOCB G3G; 81 pages.

Condition: New.

Paperback. Condition: New. We know that educators and education systems at large face countless decisions every day. We also know that grounding educational decisions in research can improve the likelihood of desirable teaching and learning outcomes, as well as reduce the likelihood of unintended consequences. Research is just one among many types of evidence used in educational decision-making, however. So being "evidence informed" is as much about engaging with research evidence as it is engaging with practice-based evidence (e.g., professional judgment) and data-based evidence (e.g., school performance data). How can educators become evidence-informed? In our view, the best approach is to learn from examples from experts of how research can be integrated with these other types of evidence, and so regularly inform our own everyday practice. With that in mind, this practical handbook offers 16 illuminating chapters that provide a wealth of advice and perspectives on the subject written by North American educators who are striving to realize the idea of research-informed practice. Key themes - reflective practitioners, networks and collaboration, trust -emerge to help teachers formalize, prioritize and mobilize the use of research-evidence in schools.

Condition: New.

Condition: New.

Hardcover. Condition: Brand New. 32 pages. 10.71x9.53x0.35 inches. In Stock.

Condition: As New. Unread book in perfect condition.

Paperback. Condition: New.

Condition: New.

Soft cover. Condition: Fine. No Jacket. 1st Edition. Complete set of four issues of the Journal of The Society of Wood Engravers for 2011. Each 32pp or 36pp with pale yellow card covers. Staple bound. Contains an Obituary and Tributes for Peter Reddick and another Obituary for Anne Cathcart. Illustrated articles about the work of Matthew Fowler, Eric Ravilious, Garrick Palmer, Lucien Pissarro. No inscriptions. Appear unread.

Condition: As New. Unread book in perfect condition.

Soft cover. Condition: Fine. No Jacket. 1st Edition. Complete set of four issues of the Journal of The Society of Wood Engravers for 2015. Each 32pp, 36pp or 40pp with white card covers. Staple bound. Contains illustrated articles and Reviews about the work of Anne Desmet, Rebecca Coleman, Philip Ross and Grigory Babich. Also an Obituary for Sheila Honigsberg by Simon Brett and a Tribute of the work John Howson by Ian Stephens. Together with feature articles on The Kelmscott Chaucer. No inscriptions. Appear unread. Touch of rust to staples in #28. Otherwise in fine condition.

Condition: As New. Unread book in perfect condition.

Condition: New.

Condition: New. In.

PF. Condition: New.

Paperback. Condition: Brand New. 1st edition. 400 pages. 8.75x7.50x1.00 inches. In Stock.

Kartoniert / Broschiert. Condition: New. This practical handbook offers 16 illuminating chapters that provide a wealth of advice and perspectives on the subject written by North American educators who are striving to realize the idea of research-informed practice&Uumlber den Autor.

Paperback. Condition: New. We know that educators and education systems at large face countless decisions every day. We also know that grounding educational decisions in research can improve the likelihood of desirable teaching and learning outcomes, as well as reduce the likelihood of unintended consequences. Research is just one among many types of evidence used in educational decision-making, however. So being "evidence informed" is as much about engaging with research evidence as it is engaging with practice-based evidence (e.g., professional judgment) and data-based evidence (e.g., school performance data). How can educators become evidence-informed? In our view, the best approach is to learn from examples from experts of how research can be integrated with these other types of evidence, and so regularly inform our own everyday practice. With that in mind, this practical handbook offers 16 illuminating chapters that provide a wealth of advice and perspectives on the subject written by North American educators who are striving to realize the idea of research-informed practice. Key themes - reflective practitioners, networks and collaboration, trust -emerge to help teachers formalize, prioritize and mobilize the use of research-evidence in schools.

Paperback. Condition: New. We know that educators and education systems at large face countless decisions every day. We also know that grounding educational decisions in research can improve the likelihood of desirable teaching and learning outcomes, as well as reduce the likelihood of unintended consequences. Research is just one among many types of evidence used in educational decision-making, however. So being "evidence informed" is as much about engaging with research evidence as it is engaging with practice-based evidence (e.g., professional judgment) and data-based evidence (e.g., school performance data). How can educators become evidence-informed? In our view, the best approach is to learn from examples from experts of how research can be integrated with these other types of evidence, and so regularly inform our own everyday practice. With that in mind, this practical handbook offers 16 illuminating chapters that provide a wealth of advice and perspectives on the subject written by North American educators who are striving to realize the idea of research-informed practice. Key themes - reflective practitioners, networks and collaboration, trust -emerge to help teachers formalize, prioritize and mobilize the use of research-evidence in schools.

Softcover. Condition: Sehr gut. Ein Buch über moderne und marginale Kunst mit Beiträgen von verschiedenen Künstlern und Kunstkritikern. Zustand: Einband mit geringfügigen Gebrauchsspuren, insgesamt SEHR GUTER Zustand! Stichworte: Genres: Kunst, Moderne Kunst, Kultur; Schlagworte: Kunst, Moderne Kunst, Marginal Art, Kultur, Spanien, Museo Nacional, Maurice Tuchman, Carol S. Eliel, Kunstbuch, Parallele Visionen. 123 Spanisch 1468g.