Melva Grant (24 results)

hardcover. Condition: Very Good. pictorial hardcover without dust jacket, tight, pages clear and bright, shelf and edge wear, corners bumped, packaged in cardboard box for shipment, tracking on U.S. orders.

Paperback. Condition: New. The infamous rise in characterizations of white women as Becky(s) is a modern phenomenon, different from past characterizations like the Miss Anne types. But just who embodies the Becky? Why is it important to understand, especially with regards to anti-racism and racial justice? Understanding that learning, even discussing, dynamics of race and gender are oftentimes met with discomfort and emotional resistance, this creative, yet theoretical book merges social science analyses with literary short stories as a way to more effectively teach about the impact of whiteness and gender. Additionally, the book includes guiding questions so that readers can critically reflect on the behaviors of Becky(s) and how they impact the hope for racial harmony. Designed specifically for both educational spaces and the larger society, the author, an educational researcher and former classroom teacher, approaches the topic of race and gender, specifically whiteness and white women, in a nuanced manner. By borrowing from traditions found in critical race theory and teacher education, this book offers both counterstories and anecdotes that can help people better understand the dynamics behind race and gender.

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

Condition: New.

Condition: As New. Unread book in perfect condition.

Hardback. Condition: New. New copy - Usually dispatched within 4 working days.

Condition: New.

Condition: New. In.

hardcover. Condition: New.

Condition: new.

Condition: As New. Unread book in perfect condition.

Condition: New.

Condition: NEW.

Hardback. Condition: New. This book contains an Open Access chapter.Mathematics teacher educators' (MTEs) intimate scholarship is growing in interest and is diversifying research methodologies and products in the mathematics teacher education field. Becoming an MTE involves identifying self as belonging to mathematics teacher education. Although insights about belonging in mathematics teacher education have focused on teachers, becoming an MTE involves learning and growing in the teaching of mathematics teaching.This volume brings together the work of a range of US-based scholars at various career stages, working in mathematics teacher education using self-based methodologies such as narrative, autobiography and autoethnography, to explore knowing and doing in relation to the process of becoming mathematics teacher educators (MTEs). The chapters in the book reflect the value of intimate scholarship and its focus on practice and a variety of associated methods are utilised to capture aspects of MTE work and a conceptualisation of knowing in the context of practice.

Paperback. Condition: New. The infamous rise in characterizations of white women as Becky(s) is a modern phenomenon, different from past characterizations like the Miss Anne types. But just who embodies the Becky? Why is it important to understand, especially with regards to anti-racism and racial justice? Understanding that learning, even discussing, dynamics of race and gender are oftentimes met with discomfort and emotional resistance, this creative, yet theoretical book merges social science analyses with literary short stories as a way to more effectively teach about the impact of whiteness and gender. Additionally, the book includes guiding questions so that readers can critically reflect on the behaviors of Becky(s) and how they impact the hope for racial harmony. Designed specifically for both educational spaces and the larger society, the author, an educational researcher and former classroom teacher, approaches the topic of race and gender, specifically whiteness and white women, in a nuanced manner. By borrowing from traditions found in critical race theory and teacher education, this book offers both counterstories and anecdotes that can help people better understand the dynamics behind race and gender.

Condition: New.

Buch. Condition: Neu. Neuware - This book contains an Open Access chapter.

Hardcover. Condition: Brand New. 228 pages. 9.02x5.99x9.02 inches. In Stock.

Buch. Condition: Neu. Mathematics Teacher Educators' Intimate Scholarship | Being, Knowing, and Ethics | Elizabeth Suazo-Flores (u. a.) | Buch | Einband - fest (Hardcover) | Englisch | 2025 | Emerald Publishing Limited | EAN 9781835496251 | Verantwortliche Person für die EU: Libri GmbH, Europaallee 1, 36244 Bad Hersfeld, gpsr[at]libri[dot]de | Anbieter: preigu.

Hardback. Condition: New. This book contains an Open Access chapter.Mathematics teacher educators' (MTEs) intimate scholarship is growing in interest and is diversifying research methodologies and products in the mathematics teacher education field. Becoming an MTE involves identifying self as belonging to mathematics teacher education. Although insights about belonging in mathematics teacher education have focused on teachers, becoming an MTE involves learning and growing in the teaching of mathematics teaching.This volume brings together the work of a range of US-based scholars at various career stages, working in mathematics teacher education using self-based methodologies such as narrative, autobiography and autoethnography, to explore knowing and doing in relation to the process of becoming mathematics teacher educators (MTEs). The chapters in the book reflect the value of intimate scholarship and its focus on practice and a variety of associated methods are utilised to capture aspects of MTE work and a conceptualisation of knowing in the context of practice.

Hardcover. Condition: Brand New. 228 pages. 9.02x5.99x9.02 inches. In Stock. This item is printed on demand.

Hardcover. Condition: new. Hardcover. This book contains an Open Access chapter.Mathematics teacher educators (MTEs) intimate scholarship is growing in interest and is diversifying research methodologies and products in the mathematics teacher education field. Becoming an MTE involves identifying self as belonging to mathematics teacher education. Although insights about belonging in mathematics teacher education have focused on teachers, becoming an MTE involves learning and growing in the teaching of mathematics teaching.This volume brings together the work of a range of US-based scholars at various career stages, working in mathematics teacher education using self-based methodologies such as narrative, autobiography and autoethnography, to explore knowing and doing in relation to the process of becoming mathematics teacher educators (MTEs). The chapters in the book reflect the value of intimate scholarship and its focus on practice and a variety of associated methods are utilised to capture aspects of MTE work and a conceptualisation of knowing in the context of practice. This book contains an Open Access chapter.Mathematics Teacher Educators' Intimate Scholarship gathers the work of US-based scholars working in mathematics teacher education using self-based methodologies to explore knowing and doing in relation to the process of becoming mathematics teacher educators. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Hardcover. Condition: new. Hardcover. This book contains an Open Access chapter.Mathematics teacher educators (MTEs) intimate scholarship is growing in interest and is diversifying research methodologies and products in the mathematics teacher education field. Becoming an MTE involves identifying self as belonging to mathematics teacher education. Although insights about belonging in mathematics teacher education have focused on teachers, becoming an MTE involves learning and growing in the teaching of mathematics teaching.This volume brings together the work of a range of US-based scholars at various career stages, working in mathematics teacher education using self-based methodologies such as narrative, autobiography and autoethnography, to explore knowing and doing in relation to the process of becoming mathematics teacher educators (MTEs). The chapters in the book reflect the value of intimate scholarship and its focus on practice and a variety of associated methods are utilised to capture aspects of MTE work and a conceptualisation of knowing in the context of practice. This book contains an Open Access chapter.Mathematics Teacher Educators' Intimate Scholarship gathers the work of US-based scholars working in mathematics teacher education using self-based methodologies to explore knowing and doing in relation to the process of becoming mathematics teacher educators. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.

Hardcover. Condition: new. Hardcover. This book contains an Open Access chapter.Mathematics teacher educators (MTEs) intimate scholarship is growing in interest and is diversifying research methodologies and products in the mathematics teacher education field. Becoming an MTE involves identifying self as belonging to mathematics teacher education. Although insights about belonging in mathematics teacher education have focused on teachers, becoming an MTE involves learning and growing in the teaching of mathematics teaching.This volume brings together the work of a range of US-based scholars at various career stages, working in mathematics teacher education using self-based methodologies such as narrative, autobiography and autoethnography, to explore knowing and doing in relation to the process of becoming mathematics teacher educators (MTEs). The chapters in the book reflect the value of intimate scholarship and its focus on practice and a variety of associated methods are utilised to capture aspects of MTE work and a conceptualisation of knowing in the context of practice. This book contains an Open Access chapter.Mathematics Teacher Educators' Intimate Scholarship gathers the work of US-based scholars working in mathematics teacher education using self-based methodologies to explore knowing and doing in relation to the process of becoming mathematics teacher educators. 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.