joe bower (25 Ergebnisse)

Paperback. Zustand: Very Good. No Jacket. May have limited writing in cover pages. Pages are unmarked. ~ ThriftBooks: Read More, Spend Less.

Paperback. Zustand: Good. No Jacket. Pages can have notes/highlighting. Spine may show signs of wear. ~ ThriftBooks: Read More, Spend Less.

Zustand: Good. Former library book; may include library markings. Used book that is in clean, average condition without any missing pages.

Paperback. Zustand: Very Good. No Jacket. May have limited writing in cover pages. Pages are unmarked. ~ ThriftBooks: Read More, Spend Less.

Paperback. Zustand: Very Good. No Jacket. May have limited writing in cover pages. Pages are unmarked. ~ ThriftBooks: Read More, Spend Less.

Zustand: New. pp. 294.

Paperback. Zustand: Very Good.

PAP. Zustand: New. New Book. Shipped from UK. Established seller since 2000.

PAP. Zustand: New. New Book. Shipped from UK. Established seller since 2000.

Zustand: New. In.

Zustand: New. In.

Originalbroschur. Zustand: Wie neu. VIII, 305 S. NCLB's Lost Decade for Educational Progress: What Can We Learn from This Policy Failure? Lisa Guisbond with Monty Neill and Bob Schaeffer -- Assessment and Quality: Policy-Steering and the Making of a Deus ex Machina. Fernando F. Padró, Michael F. Hawke, and Laurie M. Hawke -- Technocratic Groupthink Inflates theTesting Bubble. Anthony Cody -- America's Obsessive-Assessment Disorder. Lawrence Baines and Rhonda Goolsby-Smith -- Solidarity and Critical Dialogue: Interrupting the Degradation of Teacher Preparation. Julie A. Gorlewski and David A. Gorlewski -- Feeding the World = Reading the World: Let Them Eat Tests. Morna McDermott -- Chapter Seven: Bubble in B for Boredom. Richard Mora -- Reconciling Student Outcomes and Community. Self-Reliance in Modern School Reform Contexts. Brian R. Beabout and Andre M. Perry -- Role of Assessment in Empowering/Disempowering. Students in the Critical Pedagogy Classroom. David L. Bolton and John M. Elmore -- "How Long Does This Have to Be?": Confronting the Standardization of Writing Instruction with Teachers in National Writing Project Invitational Summer Institutes. Christian Z. Goering -- Telling Time with a Broken Clock: Moving Beyond Standardized Testing. Joe Bower -- The Grading Mousetrap: Narcissism, Abjection, and the Politics of Self-Harm. John L. Hoben -- Leadership Denied: Principal as Compliance Officer. Arnold Dodge, Ruth Powers Silverberg, and Katie Zahedi -- Journey into Ungrading. Hadley J. Ferguson -- An Oath to Stop Degrading Students: A Story of De-grading an Elementary Classroom. Jennifer Magee and Mark Dziedzic -- De-grading Writing Instruction: Closing the "Considerable Gap". P. L. Thomas -- One Week, Many Thoughts. Brian Rhode -- Striving Toward Authentic Teaching for Social Justice: Additional Considerations. Lisa William-White -- Yes, to Be Clear, I Am Anti-testing, Anti-grading. P. L. Thomas. ISBN 9781433130588 Sprache: Englisch Gewicht in Gramm: 428 Revised education. New introdcution by Rick Wormeli.

Softcover. Zustand: Very Good. Magazine. Octavo. 79pp. Stapled red wrappers with yapped foredge. Very good plus with a touch of sunning on the front wrap wear along the spine and the foredge. A poetry anthology with contributions from Herman Hesse, Ann Menebroker, Herman Salinger, Karl Krolow, David F. Ensley, Peter Wild, Duane Ackerson, Bob Conder, Robert L. Tyler, John McNally, Paul Baker Newman, Clyde Fixmer, Mary Vann Finley, John Stevens Wade, Coleman Barks, Mary Ann Meade, Mark Halliday, James Applewhite, Kip Ward, Juanita Tobin, Carol Parsons, Walter W. Stevens, Burke Davis III, Emilie Glen, Robert Joe Stout, Harry C. Stokes, Earl Wolslagel, Helen Anne Fuller, Anna Wooten, Steve Davies, Fred Chappell, Betty R. Ford, Joyce Odam, Victor Stranberg, James "Gator" Wise, John Bower, Kurt Hube, George R. Wood.

Paperback. Zustand: Brand New. 1st edition. 282 pages. 8.80x5.90x0.70 inches. In Stock.

Taschenbuch. Zustand: Neu. Neuware -This book has won the CHOICE Outstanding Academic Title award 2014.A century of education and education reform along with the last three decades of high-stakes testing and accountability reveals a disturbing paradox: Education has a steadfast commitment to testing and grading despite decades of research, theory, and philosophy that reveal the corrosive consequences of both testing and grading within an education system designed to support human agency and democratic principles.This edited volume brings together a collection of essays that confronts the failure of testing and grading and then offers practical and detailed examinations of implementing at the macro and micro levels of education teaching and learning free of the weight of testing and grading. The book explores the historical failure of testing and grading; the theoretical and philosophical arguments against testing and grading; the negative influence of testing and grading on social justice, race, class, and gender; and the role of testing and grading in perpetuating a deficit perspective of children, learning, race, and class.The chapters fall under two broad sections: Part I: «Degrading Learning, Detesting Education: The Failure of High-Stake Accountability in Education» includes essays on the historical, theoretical, and philosophical arguments against testing and grading; Part II: «De-Grading and De-Testing in a Time of High-Stakes Education Reform» presents practical experiments in de-testing and de-grading classrooms for authentic learning experiences. 294 pp. Englisch.

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book has won the CHOICE Outstanding Academic Title award 2014. A century of education and education reform along with the last three decades of high-stakes testing and accountability reveals a disturbing paradox: Education has a steadfast commitment to testing and grading despite decades of research, theory, and philosophy that reveal the corrosive consequences of both testing and grading within an education system designed to support human agency and democratic principles. This edited volume brings together a collection of essays that confronts the failure of testing and grading and then offers practical and detailed examinations of implementing at the macro and micro levels of education teaching and learning free of the weight of testing and grading. The book explores the historical failure of testing and grading; the theoretical and philosophical arguments against testing and grading; the negative influence of testing and grading on social justice, race, class, and gender; and the role of testing and grading in perpetuating a deficit perspective of children, learning, race, and class. The chapters fall under two broad sections: Part I: «Degrading Learning, Detesting Education: The Failure of High-Stake Accountability in Education» includes essays on the historical, theoretical, and philosophical arguments against testing and grading; Part II: «De-Grading and De-Testing in a Time of High-Stakes Education Reform» presents practical experiments in de-testing and de-grading classrooms for authentic learning experiences.

Taschenbuch. Zustand: Neu. Neuware -A century of education and education reform, along with more than three decades of high-stakes testing and accountability, reveals a disturbing paradox: education has a steadfast commitment to testing and grading. This commitment persists despite ample research, theory, and philosophy revealing the corrosive consequences of both testing and grading in an education system designed to support human agency and democratic principles. This revised edited volume brings together a collection of updated and new essays that confronts the failure of testing and grading. The book explores the historical failure of testing and grading; the theoretical and philosophical arguments against testing and grading; the negative influence of tests and grades on social justice, race, class, and gender; and the role that they play in perpetuating a deficit perspective of children. The chapters fall under two broad sections. Part I, Degrading Learning, Detesting Education: The Failure of High-Stake Accountability in Education, includes essays on the historical, theoretical, and philosophical arguments against testing and grading. Part II, De-Grading and De-Testing in a Time of High-Stakes Education Reform, presents practical experiments in de-testing and de-grading classrooms for authentic learning experiences. 314 pp. Englisch.

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - A century of education and education reform, along with more than three decades of high-stakes testing and accountability, reveals a disturbing paradox: education has a steadfast commitment to testing and grading. This commitment persists despite ample research, theory, and philosophy revealing the corrosive consequences of both testing and grading in an education system designed to support human agency and democratic principles. This revised edited volume brings together a collection of updated and new essays that confronts the failure of testing and grading. The book explores the historical failure of testing and grading; the theoretical and philosophical arguments against testing and grading; the negative influence of tests and grades on social justice, race, class, and gender; and the role that they play in perpetuating a deficit perspective of children. The chapters fall under two broad sections. Part I, Degrading Learning, Detesting Education: The Failure of High-Stake Accountability in Education, includes essays on the historical, theoretical, and philosophical arguments against testing and grading. Part II, De-Grading and De-Testing in a Time of High-Stakes Education Reform, presents practical experiments in de-testing and de-grading classrooms for authentic learning experiences.

Taschenbuch. Zustand: Neu. de-testing and de-grading schools | Authentic Alternatives to Accountability and Standardization | Paul L. Thomas (u. a.) | Taschenbuch | Kartoniert / Broschiert | Englisch | 2016 | Peter Lang | EAN 9781433130588 | Verantwortliche Person für die EU: Libri GmbH, Europaallee 1, 36244 Bad Hersfeld, gpsr[at]libri[dot]de | Anbieter: preigu.

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

Zustand: New. In.

Buch. Zustand: Neu. Neuware -This book has won the CHOICE Outstanding Academic Title award 2014.A century of education and education reform along with the last three decades of high-stakes testing and accountability reveals a disturbing paradox: Education has a steadfast commitment to testing and grading despite decades of research, theory, and philosophy that reveal the corrosive consequences of both testing and grading within an education system designed to support human agency and democratic principles.This edited volume brings together a collection of essays that confronts the failure of testing and grading and then offers practical and detailed examinations of implementing at the macro and micro levels of education teaching and learning free of the weight of testing and grading. The book explores the historical failure of testing and grading; the theoretical and philosophical arguments against testing and grading; the negative influence of testing and grading on social justice, race, class, and gender; and the role of testing and grading in perpetuating a deficit perspective of children, learning, race, and class.The chapters fall under two broad sections: Part I: «Degrading Learning, Detesting Education: The Failure of High-Stake Accountability in Education» includes essays on the historical, theoretical, and philosophical arguments against testing and grading; Part II: «De-Grading and De-Testing in a Time of High-Stakes Education Reform» presents practical experiments in de-testing and de-grading classrooms for authentic learning experiences.Books on Demand GmbH, Überseering 33, 22297 Hamburg 294 pp. Englisch.

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book has won the CHOICE Outstanding Academic Title award 2014. A century of education and education reform along with the last three decades of high-stakes testing and accountability reveals a disturbing paradox: Education has a steadfast commitment to testing and grading despite decades of research, theory, and philosophy that reveal the corrosive consequences of both testing and grading within an education system designed to support human agency and democratic principles. This edited volume brings together a collection of essays that confronts the failure of testing and grading and then offers practical and detailed examinations of implementing at the macro and micro levels of education teaching and learning free of the weight of testing and grading. The book explores the historical failure of testing and grading; the theoretical and philosophical arguments against testing and grading; the negative influence of testing and grading on social justice, race, class, and gender; and the role of testing and grading in perpetuating a deficit perspective of children, learning, race, and class. The chapters fall under two broad sections: Part I: «Degrading Learning, Detesting Education: The Failure of High-Stake Accountability in Education» includes essays on the historical, theoretical, and philosophical arguments against testing and grading; Part II: «De-Grading and De-Testing in a Time of High-Stakes Education Reform» presents practical experiments in de-testing and de-grading classrooms for authentic learning experiences.

Zustand: Sehr gut. Zustand: Sehr gut | Sprache: Englisch | Produktart: Bücher.

Encuadernación de tapa blanda. Zustand: Bien. Zustand des Schutzumschlags: Bien. N.2 aprile-giugno 1987INDEX3/9 Enrico R. Comi-Michelangelo Pistoletto: Unità, specificità, differenza / Unity, specificity, difference15/25 Paul Vangelisti: From "Perfect Stranger" / Da "Perfect Stranger"37/39 Roy Thurston: A text / Un testo43/44 Susana Solano: Un texto / Un testo47/49 Julião Sarmento: Um texto / Un testo55/57 Enrico R. Comi:In memoriam Andy Warhol (Italiano) / In memoriam Andy Warhol (English)62 Enrico R. Comi: Leo Castelli XXXth anniversary (Una selezione di lavori/A selection of works)76/78 Mel Bochner:Statemen / Dichiarazione80/85 Serge Gavronsky: Night Passages (English / Night Passages (Italiano)90/91 Pierre Dunoyer:Un texte / Un testo93/94 Leon Golub:Statement / Dichiarazione96/97 Joe Amrhein:A text / Un testo102/103 Hubert Schmalix:Ein Gedicht / Una poesia106 Izhar Patkin:Works / Lavori108/109 Frank O'Hara:A poem / Una poesia110/111 Kenneth Koch:A poem / Una poesia114/116 Arnold Weinstein:A song / Una canzone118/119 David Bower:Statement / Dichiarazione121/123 Milo De Angelis:Due poesie / Two poems125 Peter Shelton:Works / Lavori128 Brice Marden:Works / Lavori131 Alice Aycock:Works / Lavori133/135 Nadia Campana:Due poesie / Two poems138/139 Remo Salvadori:Una poesia / A poem141/143 Ferdinand Schmatz-Heimo Zobernig:Ein text / Un testo146/147 Antonio Dias:A text / Un testo150 Gilberto Zorio:Lavori / Works152/153 Mark Lere:A text / Un testo157/159 Giulia Niccolai:Due poesie / Two poems161 Gerhard Merz:Works / Lavori162/163 Carla Mazzarello:"A memorial crumb" (Italiano) / "A memorial crumb" (English)164/166 Silvio Giussani:Due poesie / Two poems.