Verlag: Roundhouse Group, 2007
ISBN 10: 1580113176 ISBN 13: 9781580113175
Anbieter: Better World Books, Mishawaka, IN, USA
Zustand: Very Good. 3rd. Former library book; may include library markings. Used book that is in excellent condition. May show signs of wear or have minor defects.
Verlag: Edc Pub, 1997
ISBN 10: 0746023812 ISBN 13: 9780746023815
Zustand: Good. Burton, Terry; Dark, Lindy; Stitt, Sue (illustrator). 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.
Verlag: Creative Homeowner, 2003
ISBN 10: 1580111378 ISBN 13: 9781580111379
Zustand: As New. Like New condition. A near perfect copy that may have very minor cosmetic defects.
Verlag: Creative Homeowner Pr, 2006
ISBN 10: 1580113184 ISBN 13: 9781580113182
Zustand: Very Good. Very Good condition. 3rd edition. 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.
Verlag: Wiley & Sons, Incorporated, John, 2010
ISBN 10: 0470484101 ISBN 13: 9780470484104
Anbieter: Better World Books, Mishawaka, IN, USA
Zustand: Good. Former library book; may include library markings. Used book that is in clean, average condition without any missing pages.
Verlag: Usborne Publishing Ltd, 1998
ISBN 10: 0746031629 ISBN 13: 9780746031629
Anbieter: Ammareal, Morangis, Frankreich
Zustand: Bon. Ancien livre de bibliothèque. Légères traces d'usure sur la couverture. Edition 1998. Ammareal reverse jusqu'à 15% du prix net de cet article à des organisations caritatives. ENGLISH DESCRIPTION Book Condition: Used, Good. Former library book. Slight signs of wear on the cover. Edition 1998. Ammareal gives back up to 15% of this item's net price to charity organizations.
Verlag: NY: Hudson Hills Press, 1996, 1996
Anbieter: WellRead Books A.B.A.A., Northport, NY, USA
4to.; glossy illustrated wraps, softcover; 183 pages; black and white and color illustrations; front endpapers lightly foxed else very good.
Verlag: Jossey-Bass, 2023
ISBN 10: 1119861691 ISBN 13: 9781119861690
Anbieter: Monster Bookshop, Fleckney, Vereinigtes Königreich
hardcover. Zustand: New. BRAND NEW ** SUPER FAST SHIPPING FROM UK WAREHOUSE ** 30 DAY MONEY BACK GUARANTEE.
Verlag: Springer International Publishing, 2018
ISBN 10: 3319744291 ISBN 13: 9783319744292
Anbieter: Buchpark, Trebbin, Deutschland
Zustand: Hervorragend. Zustand: Hervorragend | Seiten: 156 | Sprache: Englisch | Produktart: Bücher.
Mehr Angebote von anderen Verkäufern bei ZVAB
Neu ab EUR 139,98
Gebraucht ab EUR 107,24
Mehr entdecken Hardcover
Verlag: Springer International Publishing, 2019
ISBN 10: 3319892770 ISBN 13: 9783319892771
Anbieter: AHA-BUCH GmbH, Einbeck, Deutschland
Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book advocates for an alternative to the hierarchical positioning of leaders. It proposes to value leadership practices which emerge from collective concerns about learning and the realisation that collegial interactions offer opportunities for rich explorations of pedagogy and new understandings to be developed. The book draws upon illustrative examples from a longitudinal study of early career teachers, entitled 'Teachers of Promise: Aspirations and realities'. It explores matters of personal ambition, support from significant others, and barriers to teacher leadership. It shows that these vary from context to context and individual to individual. Examples highlight the ways in which each teacher's experience has been enabled and constrained by different considerations. In combination, the examples offered demonstrate the need for the teaching profession to be more systematic in identifying and supporting talented teachers who could be the leaders of learning for tomorrow. The book shows that individuals themselves need to have an openness to consider how they might become more effective teachers through their engagement in leadership work. This, it suggests, involves developing a different conception of leadership to counter the prevailing view that leadership is typically positional and defined by its distance from classroom teaching. The more promising portrayal is to link teacher leadership explicitly with learning.