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Verlag: CornerStone Leadership Institute, 2010
ISBN 10: 0981924271ISBN 13: 9780981924274
Anbieter: Better World Books, Mishawaka, IN, USA
Buch
Zustand: Very Good. Former library book; may include library markings. Used book that is in excellent condition. May show signs of wear or have minor defects.
Verlag: CornerStone Leadership Institute, 2010
ISBN 10: 0981924271ISBN 13: 9780981924274
Anbieter: Better World Books, Mishawaka, IN, USA
Buch
Zustand: Very Good. Used book that is in excellent condition. May show signs of wear or have minor defects.
Verlag: McGraw-Hill Education, 1996
ISBN 10: 0335195547ISBN 13: 9780335195541
Anbieter: Better World Books, Mishawaka, IN, USA
Buch
Zustand: Good. 0th Edition. Used book that is in clean, average condition without any missing pages.
Verlag: CornerStone Leadership Institute, 2010
ISBN 10: 0981924271ISBN 13: 9780981924274
Buch
Zustand: Very Good. Very Good condition. A copy that may have a few cosmetic defects. May also contain light spine creasing or a few markings such as an owner's name, short gifter's inscription or light stamp. Bundled media such as CDs, DVDs, floppy disks or access codes may not be included.
Verlag: Nelson Thornes Ltd 31/01/1986, 1986
ISBN 10: 0333366204ISBN 13: 9780333366202
Anbieter: AwesomeBooks, Wallingford, Vereinigtes Königreich
Buch
Zustand: Very Good. This book is in very good condition and will be shipped within 24 hours of ordering. The cover may have some limited signs of wear but the pages are clean, intact and the spine remains undamaged. This book has clearly been well maintained and looked after thus far. Money back guarantee if you are not satisfied. See all our books here, order more than 1 book and get discounted shipping. .
Verlag: Springer, 2008
ISBN 10: 1402090544ISBN 13: 9781402090547
Anbieter: AwesomeBooks, Wallingford, Vereinigtes Königreich
Buch
Paperback. Zustand: Very Good. Researching Design Learning: Issues and Findings from Two Decades of Research and Development: 34 (Contemporary Trends and Issues in Science Education) This book is in very good condition and will be shipped within 24 hours of ordering. The cover may have some limited signs of wear but the pages are clean, intact and the spine remains undamaged. This book has clearly been well maintained and looked after thus far. Money back guarantee if you are not satisfied. See all our books here, order more than 1 book and get discounted shipping. .
Verlag: Open University Press 01/01/1996, 1996
ISBN 10: 0335195547ISBN 13: 9780335195541
Anbieter: AwesomeBooks, Wallingford, Vereinigtes Königreich
Buch
Zustand: Very Good. This book is in very good condition and will be shipped within 24 hours of ordering. The cover may have some limited signs of wear but the pages are clean, intact and the spine remains undamaged. This book has clearly been well maintained and looked after thus far. Money back guarantee if you are not satisfied. See all our books here, order more than 1 book and get discounted shipping. .
Verlag: SPRINGER NATURE, 2007
ISBN 10: 140205114XISBN 13: 9781402051142
Anbieter: Buchpark, Trebbin, Deutschland
Buch
Zustand: Sehr gut. Zustand: Sehr gut - Neubindung, Buchschnitt etwas zu weit abgeschnitten | ISBN/EAN: 140205114x[Sonstiges] | Sprache: Englisch.
Verlag: Springer Nature Singapore, 2008
ISBN 10: 1402090544ISBN 13: 9781402090547
Anbieter: AHA-BUCH GmbH, Einbeck, Deutschland
Buch
Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - Design and Technology evolved in the school curriculum from the mid 1960s. By the 1980s it had become mainstream for the British government to fund research exploring what learners could do when challenged with design & technology tasks. The authors worked together on that project, producing in 1991 the first seminal research report on learners' capability in design and technology.This book summarises the lessons learned from this and other projects. The book's messages centre on the designing activity, on learning, teaching and assessment, and, more widely, on what can be learnt about the research process itself. The authors aim to answer questions such as: How does the active, concrete learning tradition enable cognitive and emotional growth What influences bear upon the process; the teacher, the environment, the task, the learners themselves Researching such questions, their concerns have integrated the conceptual, the practical and the pedagogic.