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lara handsfield (19 Ergebnisse)
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Literacy Theory as Practice: Connecting Theory and Instruction in K-12 Classrooms
Anbieter: ThriftBooks-Atlanta, AUSTELL, GA, USA
Verkäuferbewertung 5 von 5 Sternen
Paperback. Zustand: Good. No Jacket. Pages can have notes/highlighting. Spine may show signs of wear. ~ ThriftBooks: Read More, Spend Less.
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Literacy Theory as Practice: Connecting Theory and Instruction in K-12 Classrooms
Anbieter: ThriftBooks-Dallas, Dallas, TX, USA
Verkäuferbewertung 5 von 5 Sternen
Paperback. Zustand: Good. No Jacket. Pages can have notes/highlighting. Spine may show signs of wear. ~ ThriftBooks: Read More, Spend Less.
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Literacy Theory as Practice: Connecting Theory and Instruction in K-12 Classrooms
Anbieter: ThriftBooks-Atlanta, AUSTELL, GA, USA
Verkäuferbewertung 5 von 5 Sternen
Paperback. Zustand: Fair. No Jacket. Readable copy. Pages may have considerable notes/highlighting. ~ ThriftBooks: Read More, Spend Less.
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Literacy Theory as Practice: Connecting Theory and Instruction in K-12 Classrooms
Anbieter: ThriftBooks-Dallas, Dallas, TX, USA
Verkäuferbewertung 5 von 5 Sternen
Paperback. Zustand: Fair. No Jacket. Readable copy. Pages may have considerable notes/highlighting. ~ ThriftBooks: Read More, Spend Less.
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Literacy Theory as Practice: Connecting Theory and Instruction in Kâ"12 Classrooms (Language and Literacy Series)
Verlag: Teachers College Press (edition ), 2015
ISBN 10: 0807757055 ISBN 13: 9780807757055
Sprache: Englisch
Paperback. Zustand: Good. It's a preowned item in good condition and includes all the pages. It may have some general signs of wear and tear, such as markings, highlighting, slight damage to the cover, minimal wear to the binding, etc., but they will not affect the overall reading experience.
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The Complex Development of Preservice and Inservice Teacher Identities
Verlag: Peter Lang Inc., International A, 2020
ISBN 10: 143317314X ISBN 13: 9781433173141
Sprache: Englisch
Anbieter: Books From California, Simi Valley, CA, USA
Verkäuferbewertung 5 von 5 Sternen
Paperback. Zustand: Fine.
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Literacy Theory as Practice: Connecting Theory and Instruction in Kâ"12 Classrooms (Language and Literacy Series)
Anbieter: Books From California, Simi Valley, CA, USA
Verkäuferbewertung 5 von 5 Sternen
hardcover. Zustand: Very Good.
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Literacy Theory as Practice - Connecting Theory and Instruction in K-12 Classrooms
Anbieter: PBShop.store UK, Fairford, GLOS, Vereinigtes Königreich
Verkäuferbewertung 5 von 5 Sternen
EUR 36,12
EUR 4,73 für den Versand von Vereinigtes Königreich nach USAAnzahl: 15 verfügbar
In den WarenkorbPAP. Zustand: New. New Book. Shipped from UK. Established seller since 2000.
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The Complex Development of Preservice and Inservice Teacher Identities
Verlag: Peter Lang Inc., International A, 2019
ISBN 10: 1433173131 ISBN 13: 9781433173134
Sprache: Englisch
Anbieter: Books From California, Simi Valley, CA, USA
Verkäuferbewertung 5 von 5 Sternen
Hardcover. Zustand: Fine.
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The Complex Development of Preservice and Inservice Teacher Identities
Verlag: Peter Lang Inc., International A, 2019
ISBN 10: 1433173131 ISBN 13: 9781433173134
Sprache: Englisch
Anbieter: Books From California, Simi Valley, CA, USA
Verkäuferbewertung 5 von 5 Sternen
Hardcover. Zustand: Very Good.
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Literacy Theory as Practice Connecting Theory and Instruction in K12 Classrooms
Anbieter: Revaluation Books, Exeter, Vereinigtes Königreich
Verkäuferbewertung 5 von 5 Sternen
EUR 40,53
EUR 11,38 für den Versand von Vereinigtes Königreich nach USAAnzahl: 2 verfügbar
In den WarenkorbPaperback. Zustand: Brand New. 226 pages. 8.75x6.00x0.75 inches. In Stock.
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Literacy Theory as Practice: Connecting Theory and Instruction in K12 Classrooms (Language and Literacy)
Anbieter: Majestic Books, Hounslow, Vereinigtes Königreich
Verkäuferbewertung 5 von 5 Sternen
EUR 47,17
EUR 7,39 für den Versand von Vereinigtes Königreich nach USAAnzahl: 3 verfügbar
In den WarenkorbZustand: New. pp. 240.
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Literacy Theory as Practice
Anbieter: Kennys Bookstore, Olney, MD, USA
Verkäuferbewertung 5 von 5 Sternen
EUR 52,80
EUR 9,08 für den Versand innerhalb von/der USAAnzahl: Mehr als 20 verfügbar
In den WarenkorbZustand: New. Introduces readers to the most influential theories and models of reading and literacy, ranging from behaviourism and early information processing theories to social constructionist and critical theories. Readers are invited to explore detailed vignettes that offer a practice-based view of theories as they are brought to life in classrooms. Series: Language & Literacy. Num Pages: 240 pages. BIC Classification: JNFD; JNU; YQC. Category: (G) General (US: Trade). Dimension: 229 x 152 x 15. Weight in Grams: 318. . 2015. Paperback. . . . . Books ship from the US and Ireland.
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The Complex Development of Preservice and Inservice Teacher Identities
Anbieter: Revaluation Books, Exeter, Vereinigtes Königreich
Verkäuferbewertung 5 von 5 Sternen
EUR 71,39
EUR 11,38 für den Versand von Vereinigtes Königreich nach USAAnzahl: 1 verfügbar
In den WarenkorbPaperback. Zustand: Brand New. 194 pages. 9.25x6.25x0.50 inches. In Stock.
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EUR 43,29
EUR 48,99 für den Versand von Deutschland nach USAAnzahl: Mehr als 20 verfügbar
In den WarenkorbZustand: New. Introduces readers to the most influential theories and models of reading and literacy, ranging from behaviourism and early information processing theories to social constructionist and critical theories. Readers are invited to explore detailed vignettes th.
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The Complex Development of Preservice and Inservice Teacher Identities
Verlag: Peter Lang, Peter Lang Jan 2020, 2020
ISBN 10: 143317314X ISBN 13: 9781433173141
Sprache: Englisch
Anbieter: buchversandmimpf2000, Emtmannsberg, BAYE, Deutschland
Verkäuferbewertung 5 von 5 Sternen
Taschenbuch. Zustand: Neu. Neuware -Previous scholars have investigated aspects of the complexity of teacher identity and demonstrated the need to look beyond skills and generalized 'best practices' to consider social processes and power relationships. However, few books focus on teacher identities at both the micro and macro levels. In this timely book, the authors argue that teacher identity awareness is crucial for both preservice and in-service teachers who desire deeper knowledge about the role of identities in effective instruction. The Complex Development of Preservice and Inservice Teacher Identities breaks new theoretical ground in understanding teacher identities by bringing a process drama lens to bear on development at the macro and micro levels. Process drama uses dramatic structures such as teacher in role, students in role, tableau and others to activate imaginations and explore interpretive possibilities. Through this lens Crumpler and Handsfield show how teacher identities are performed, reproduced, and how they may shift at the micro level¿in everyday discourse and classroom practices¿across a span of two years. Two years of data are analyzed using micro-ethnographic discourse analysis to demonstrate how teachers tactically position themselves to navigate current political discourses of accountability and standardization in both pre-service and in-service contexts. Understanding how identities are constructed, evolve, and shift moment-by-moment is essential for programs striving to prepare successful teachers and for schools providing meaningful professional development for in-service teachers.Books on Demand GmbH, Überseering 33, 22297 Hamburg 214 pp. Englisch.
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The Complex Development of Preservice and Inservice Teacher Identities
Anbieter: AHA-BUCH GmbH, Einbeck, Deutschland
Verkäuferbewertung 5 von 5 Sternen
Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - Previous scholars have investigated aspects of the complexity of teacher identity and demonstrated the need to look beyond skills and generalized 'best practices' to consider social processes and power relationships. However, few books focus on teacher identities at both the micro and macro levels. In this timely book, the authors argue that teacher identity awareness is crucial for both preservice and in-service teachers who desire deeper knowledge about the role of identities in effective instruction. The Complex Development of Preservice and Inservice Teacher Identities breaks new theoretical ground in understanding teacher identities by bringing a process drama lens to bear on development at the macro and micro levels. Process drama uses dramatic structures such as teacher in role, students in role, tableau and others to activate imaginations and explore interpretive possibilities. Through this lens Crumpler and Handsfield show how teacher identities are performed, reproduced, and how they may shift at the micro level-in everyday discourse and classroom practices-across a span of two years. Two years of data are analyzed using micro-ethnographic discourse analysis to demonstrate how teachers tactically position themselves to navigate current political discourses of accountability and standardization in both pre-service and in-service contexts. Understanding how identities are constructed, evolve, and shift moment-by-moment is essential for programs striving to prepare successful teachers and for schools providing meaningful professional development for in-service teachers.
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Taschenbuch. Zustand: Neu. The Complex Development of Preservice and Inservice Teacher Identities | Lara J. Handsfield (u. a.) | Taschenbuch | 214 S. | Englisch | 2020 | Peter Lang | EAN 9781433173141 | Verantwortliche Person für die EU: BoD - Books on Demand, In de Tarpen 42, 22848 Norderstedt, info[at]bod[dot]de | Anbieter: preigu.
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Literacy Theory as Practice : Connecting Theory and Instruction in K-12 Classrooms
Verlag: Teachers College Press Okt 2015, 2015
ISBN 10: 0807757055 ISBN 13: 9780807757055
Sprache: Englisch
Anbieter: AHA-BUCH GmbH, Einbeck, Deutschland
Verkäuferbewertung 5 von 5 Sternen
Taschenbuch. Zustand: Neu. Neuware - This comprehensive textbook introduces readers to the most influential theories and models of reading and literacy, ranging from behaviorism and early information processing theories to social constructionist and critical theories. Focusing on how these theories connect with different curricular approaches to literacy instruction from pre-K to grade 12, the author shows how these theories both shape and are shaped by everyday literacy practices in classrooms. Readers are invited to explore detailed vignettes that offer a practice-based view of theories as they are brought to life in classrooms. Unlike other books on literacy theories, Reading Theory devotes substantial attention to linguistically and culturally diverse classrooms and 21st-century technologies.
