Published by Taylor & Francis Group, 1994
ISBN 10: 0415119871 ISBN 13: 9780415119870
Seller: Better World Books, Mishawaka, IN, U.S.A.
Condition: USED_VERYGOOD. Used book that is in excellent condition. May show signs of wear or have minor defects.
Published by Taylor & Francis Group, 1994
ISBN 10: 0415119871 ISBN 13: 9780415119870
Seller: Better World Books Ltd, Dunfermline, United Kingdom
Condition: USED_GOOD. Ships from the UK. Former library book; may include library markings. Used book that is in clean, average condition without any missing pages.
Published by Taylor and Francis Ltd, 1994
ISBN 10: 0415119871 ISBN 13: 9780415119870
Seller: PBShop.store US, Wood Dale, IL, U.S.A.
PAP. Condition: NEW. New Book. Shipped from UK. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.
Published by Taylor and Francis Ltd, 1994
ISBN 10: 0415119871 ISBN 13: 9780415119870
Seller: PBShop.store UK, Fairford, GLOS, United Kingdom
PAP. Condition: NEW. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.
Published by Routledge, 1994
ISBN 10: 0415119871 ISBN 13: 9780415119870
Seller: Revaluation Books, Exeter, United Kingdom
Paperback. Condition: NEW. reprint edition. 348 pages. 9.50x6.25x1.25 inches. In Stock.
Published by Routledge, 1994
ISBN 10: 0415119871 ISBN 13: 9780415119870
Seller: Ria Christie Collections, Uxbridge, United Kingdom
Condition: NEW. PRINT ON DEMAND Book; New; Fast Shipping from the UK. No. book.
Published by Routledge, 1994
ISBN 10: 0415119871 ISBN 13: 9780415119870
Seller: Revaluation Books, Exeter, United Kingdom
Paperback. Condition: NEW. reprint edition. 348 pages. 9.50x6.25x1.25 inches. In Stock.
Published by Routledge Okt 1994, 1994
ISBN 10: 0415119871 ISBN 13: 9780415119870
Seller: AHA-BUCH GmbH, Einbeck, Germany
Taschenbuch. Condition: NEW. Neuware - Discussion of teacher education too often degenerates into a false dichotomy between the claims of theory and practice. In 'Quality Teaching,' Edgar Stones breaks through that sterile debate by focusing on teachers as inquirers who try to solve pedagogical problems and who draw on all the educational, psychological, theoretical, and practical resources at their disposal. By detailed analysis of numerous case studies of novice and experienced teachers grappling with real classroom problems, Stones shows that true quality teaching is only achieved by sensitivity to the interplay between the processes by which children acquire knowledge, the structure of knowledge within the subject being taught, and the whole context in which the teaching is being done. He makes available to teachers and student teachers a whole body of empirically based psychological knowledge on concept learning, problem solving, and the learning of physical skills and shows for the first time how this knowledge can inform and at the same time be refined by what happens in the classroom. Throughout, his aim is to support teachers as explorers in pedagogy and active problem solvers, guided but not limited by theoretical insights from the study of human learning.
Published by Routledge 2017-07-28, 2017
ISBN 10: 1138421502 ISBN 13: 9781138421509
Seller: Chiron Media, Wallingford, United Kingdom
Hardcover. Condition: NEW.
Published by Taylor & Francis Ltd, 2017
ISBN 10: 1138421502 ISBN 13: 9781138421509
Seller: AHA-BUCH GmbH, Einbeck, Germany
Buch. Condition: NEW. nach der Bestellung gedruckt Neuware - Printed after ordering.
Published by Routledge, 2017
ISBN 10: 1138421502 ISBN 13: 9781138421509
Seller: Biblios, Frankfurt am main, HESSE, Germany
Condition: NEW.
Published by Taylor & Francis, 2017
ISBN 10: 1138421502 ISBN 13: 9781138421509
Seller: Revaluation Books, Exeter, United Kingdom
Hardcover. Condition: NEW. 346 pages. 9.02x5.98x0.87 inches. In Stock.
Published by Taylor & Francis, 2017
ISBN 10: 1138421502 ISBN 13: 9781138421509
Seller: moluna, Greven, Germany
Gebunden. Condition: NEW. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Professor Edgar StonesFirst Published in 2004. By detailed analysis of numerous classroom case studies, the author aims to show that true quality teaching is achieved only by sensitivitiy to the interplay between the processes by which children acquire .