Published by Cambridge University Press, 2006
ISBN 10: 0521612845 ISBN 13: 9780521612845
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Published by Cambridge University Press, 2001
ISBN 10: 0521612845 ISBN 13: 9780521612845
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Published by Cambridge University Press, 2001
ISBN 10: 0521612845 ISBN 13: 9780521612845
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Paperback. Condition: Good. No Jacket. Former library book; Pages can have notes/highlighting. Spine may show signs of wear. ~ ThriftBooks: Read More, Spend Less 1.01.
Published by Cambridge University Press, 2001
ISBN 10: 0521612845 ISBN 13: 9780521612845
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Published by Cambridge University Press, 2001
ISBN 10: 0521612845 ISBN 13: 9780521612845
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Published by Cambridge University Press, 2001
ISBN 10: 0521612845 ISBN 13: 9780521612845
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Published by Cambridge University Press, 2005
ISBN 10: 0521612845 ISBN 13: 9780521612845
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Published by Cambridge University Press, 2001
ISBN 10: 0521612845 ISBN 13: 9780521612845
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Published by Cambridge University Press, 2001
ISBN 10: 0521612845 ISBN 13: 9780521612845
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Published by Cambridge University Press, 2001
ISBN 10: 0521612845 ISBN 13: 9780521612845
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Published by Cambridge University Press 2005-01, 2005
ISBN 10: 0521612845 ISBN 13: 9780521612845
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Published by Cambridge University Press, 2001
ISBN 10: 0521612845 ISBN 13: 9780521612845
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Published by Cambridge University Press, 2001
ISBN 10: 0521612845 ISBN 13: 9780521612845
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Published by Cambridge University Press, 2001
ISBN 10: 0521612845 ISBN 13: 9780521612845
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Published by Cambridge University Press, 2001
ISBN 10: 0521612845 ISBN 13: 9780521612845
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Published by Cambridge University Press, 2001
ISBN 10: 0521612845 ISBN 13: 9780521612845
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Published by Cambridge University Press, 2001
ISBN 10: 0521612845 ISBN 13: 9780521612845
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Published by Cambridge University Press, 2001
ISBN 10: 0521612845 ISBN 13: 9780521612845
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Published by Cambridge University Press, 2001
ISBN 10: 0521612845 ISBN 13: 9780521612845
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Published by Cambridge University Press, 2001
ISBN 10: 0521612845 ISBN 13: 9780521612845
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Published by Cambridge University Press, 2001
ISBN 10: 0521612845 ISBN 13: 9780521612845
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Published by Cambridge University Press, 2001
ISBN 10: 0521612845 ISBN 13: 9780521612845
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Published by Cambridge University Press, 2001
ISBN 10: 0521612845 ISBN 13: 9780521612845
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Published by Cambridge University Press, 2001
ISBN 10: 0521612845 ISBN 13: 9780521612845
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Published by Cambridge University Press, 2001
ISBN 10: 0521612845 ISBN 13: 9780521612845
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Published by Cambridge University Press, 2001
ISBN 10: 0521612845 ISBN 13: 9780521612845
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Published by Cambridge University Press, 2001
ISBN 10: 0521612845 ISBN 13: 9780521612845
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Published by Cambridge University Press, 2010
ISBN 10: 0521612845 ISBN 13: 9780521612845
Seller: moluna, Greven, Germany
Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Provides descriptions and evaluations of 42 major frameworks including Bloom s taxonomy, de Bono s lateral and parallel thinking tools, Gardner s theory of multiple intelligences and Paul s model of critical thinking. Unique in its comprehensive coverage an.
Published by Cambridge University Press, 2001
ISBN 10: 0521612845 ISBN 13: 9780521612845
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Published by Cambridge University Press, 2001
ISBN 10: 0521612845 ISBN 13: 9780521612845
Seller: AHA-BUCH GmbH, Einbeck, Germany
Taschenbuch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - This handbook focuses on the thinking processes necessary for learning. It provides descriptions and evaluations of 42 major frameworks including Bloom's taxonomy, de Bono's lateral and parallel thinking tools, Gardner's theory of multiple intelligences and Paul's model of critical thinking. Unique in its comprehensive coverage and interdisciplinary approach, it offers easy-to-grasp summary tables for each major theorist for speedy reference. The discussion of cognitive, emotional and social aspects of thinking and the nature of classification help the reader locate theories within a broader field of knowledge. Key concepts such as critical thinking, self-regulation and metacognition are examined from a range of perspectives. The handbook offers practical advice in the form of choices and recommendations for the use of frameworks in teaching, learning and assessment. A valuable tool for students needing to understand different ways of thinking it will also be an essential resource for teachers, curriculum developers, researchers and policy-makers.