Based on a three-year study, the authors describe how comprehensive teacher induction systems can both provide teacher support and promote learning more about how to teach. This book calls for re-thinking what teacher induction is about, whom it should serve, what the ’curriculum’ of induction should be, and the policies, programs, and practices needed to deliver it.
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Charlotte y Peter Fiell son dos autoridades en historia, teoría y crítica del diseño y han escrito más de sesenta libros sobre la materia, muchos de los cuales se han convertido en éxitos de ventas. También han impartido conferencias y cursos como profesores invitados, han comisariado exposiciones y asesorado a fabricantes, museos, salas de subastas y grandes coleccionistas privados de todo el mundo. Los Fiell han escrito numerosos libros para TASCHEN, entre los que se incluyen 1000 Chairs, Diseño del siglo XX, El diseño industrial de la A a la Z, Scandinavian Design y Diseño del siglo XXI.
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Anbieter: Better World Books, Mishawaka, IN, USA
Zustand: Good. Used book that is in clean, average condition without any missing pages. Softcover reprint of the original 1st ed. 2003. Artikel-Nr. 52686366-6
Anbieter: Better World Books, Mishawaka, IN, USA
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23 cm, Softcover. Zustand: Sehr gut. 418 Seiten Englischer Text. Einband nur minimal berieben. Sehr gut bis fast wie neu. 9781402011481 Sprache: Englisch Gewicht in Gramm: 698. Artikel-Nr. 7921
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Zustand: New. What does it take to meet the wide-ranging needs of beginning teachers? Based on a three-year study, this book describes how comprehensive teacher induction systems can not only provide teacher support but also promote learning more about how to teach. Num Pages: 404 pages, biography. BIC Classification: JNMT; JNT. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly. Dimension: 233 x 160 x 24. Weight in Grams: 608. . 2003. Softcover reprint of the original 1st ed. 2003. Paperback. . . . . Books ship from the US and Ireland. Artikel-Nr. V9781402011481
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Taschenbuch. Zustand: Neu. Neuware -This book provides a detailed examination of how systems located within five countries shape the early career learning of beginning teachers. It describes, discusses and analyzes comprehensive teacher induction found within France, Japan, New Zealand, Shanghai and Switzerland. We refer to the phenomena we observed as induction ¿systems¿ because they are am- tious, substantial and established: all beginning teachers in these various locales are served; there are no unfunded mandates; these systems have been in place for 10¿25 years. Nevertheless, they are still evolving, und- going review and change ¿ they are dynamic systems. While sharing such similarities, these systems also present striking contrasts in their purposes, policies, program design and the specific activities that constitute them. These induction systems operate within countries having both centr- ized and decentralized education systems, and within large jurisdictions as well as smaller ones. Although we primarily looked at beginning mathe- tics and science teachers of the lower secondary grades, many aspects are relevant to novice teachers of all school subjects at these grade levels, and some structures and insights are germane to the induction of elementary teachers as well.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 420 pp. Englisch. Artikel-Nr. 9781402011481
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Anbieter: preigu, Osnabrück, Deutschland
Taschenbuch. Zustand: Neu. Comprehensive Teacher Induction | Systems for Early Career Learning | E. D. Britton (u. a.) | Taschenbuch | xiv | Englisch | 2003 | Springer Netherland | EAN 9781402011481 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu. Artikel-Nr. 102456119
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Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book provides a detailed examination of how systems located within five countries shape the early career learning of beginning teachers. It describes, discusses and analyzes comprehensive teacher induction found within France, Japan, New Zealand, Shanghai and Switzerland. We refer to the phenomena we observed as induction 'systems' because they are am- tious, substantial and established: all beginning teachers in these various locales are served; there are no unfunded mandates; these systems have been in place for 10-25 years. Nevertheless, they are still evolving, und- going review and change - they are dynamic systems. While sharing such similarities, these systems also present striking contrasts in their purposes, policies, program design and the specific activities that constitute them. These induction systems operate within countries having both centr- ized and decentralized education systems, and within large jurisdictions as well as smaller ones. Although we primarily looked at beginning mathe- tics and science teachers of the lower secondary grades, many aspects are relevant to novice teachers of all school subjects at these grade levels, and some structures and insights are germane to the induction of elementary teachers as well. Artikel-Nr. 9781402011481
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