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Learning Write Differently Beginning by Cochran Smith Marilyn (11 results)
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Learning to Write Differently: Beginning Writers and Word Processing (Language and Educational Processes)
Seller: Wonder Book, Frederick, MD, U.S.A.
Seller rating 5 out of 5 stars
Condition: Good. Good condition. A copy that has been read but remains intact. May contain markings such as bookplates, stamps, limited notes and highlighting, or a few light stains.
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Learning to Write Differently: Beginning Writers and Word Processing (Language and Educational Processes)
Seller: Phatpocket Limited, Waltham Abbey, HERTS, United Kingdom
Seller rating 5 out of 5 stars
US$ 38.10
US$ 14.32 shipping
Ships from United Kingdom to U.S.A.Quantity: 1 available
Add to basketCondition: 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.
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Learning to Write Differently: Beginning Writers and Word Processing (Language and Educational Processes)
Seller: Ria Christie Collections, Uxbridge, United Kingdom
Seller rating 5 out of 5 stars
US$ 67.58
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Ships from United Kingdom to U.S.A.Quantity: Over 20 available
Add to basketCondition: New. In.
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Learning to Write Differently: Beginning Writers and Word Processing (Language and Educational Processes)
Language: English
Published by Ablex Publishing Corp. 1991-01-01, 1991
ISBN 10: 0893917621 ISBN 13: 9780893917623
US$ 63.38
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Add to basketPaperback. Condition: New.
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Learning to Write Differently: Beginning Writers and Word Processing (Language and Educational Processes)
Seller: Kennys Bookshop and Art Galleries Ltd., Galway, GY, Ireland
Seller rating 5 out of 5 stars
Condition: New. Num Pages: 342 pages. Dimension: 232 x 155 x 18. Weight in Grams: 484. . 1991. Illustrated. paperback. . . . .
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Condition: New. Num Pages: 342 pages. Dimension: 232 x 155 x 18. Weight in Grams: 484. . 1991. Illustrated. paperback. . . . . Books ship from the US and Ireland.
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US$ 106.63
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Ships from United Kingdom to U.S.A.Quantity: 2 available
Add to basketPaperback. Condition: Brand New. 336 pages. 9.00x6.00x0.75 inches. In Stock.
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Condition: New. Satisfaction Guaranteed or your money back.
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Learning to Write Differently: Beginning Writers and Word Processing
Seller: THE SAINT BOOKSTORE, Southport, United Kingdom
Seller rating 5 out of 5 stars
US$ 76.68
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Ships from United Kingdom to U.S.A.Quantity: Over 20 available
Add to basketPaperback / softback. Condition: New. This item is printed on demand. New copy - Usually dispatched within 5-9 working days.
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Taschenbuch. Condition: Neu. Learning to Write Differently | Beginning Writers and Word Processing | Marilyn Cochran-Smith (u. a.) | Taschenbuch | Kartoniert / Broschiert | Englisch | 1991 | Praeger | EAN 9780893917623 | Verantwortliche Person für die EU: Libri GmbH, Europaallee 1, 36244 Bad Hersfeld, gpsr[at]libri[dot]de | Anbieter: preigu Print on Demand.
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Taschenbuch. Condition: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - This volume explores in detail the ways that working with word processing interacts with the social processes of classrooms to shape participants' theories and practices of writing. It offers an expanded image of the ways teachers construct writing curricula that includes word processing, and reveals an interactive, long-term relationship between the writing contexts teachers and children construct and the capacities and requirements of writing tools. The volume also builds an analytic framework for thinking and talking about teachers, students and technology, which captures the dynamic interrelationships over time of classroom cultures, teachers' interpretations and decisions, and uses of word processing. The authors argue that over time both teachers and children learned ways to write differently with word processing. That is, working with word processing shaped the ways teachers thought about teaching and learning writing, and also shaped the ways beginning writers understood and practiced the activity. This volume makes clear that word processing itself does not make children write better, prompt them to revise more, or teach them new writing strategies. But, when teachers and students work together with word processing, they often construct social contexts within which children have opportunities to learn new writing strategies, new ways to think about strategies they already have, and ways to execute those strategies efficiently.
