Lyn yates (48 Ergebnisse)

Zustand: Good. Former library copy. Pages intact with minimal writing/highlighting. The binding may be loose and creased. Dust jackets/supplements are not included. Includes library markings. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.

Paperback. Zustand: Very Good. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Zustand: Good. 1st Edition. Former library copy. Pages intact with minimal writing/highlighting. The binding may be loose and creased. Dust jackets/supplements are not included. Includes library markings. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.…

Zustand: Very Good. 1st Edition. Former library copy. Pages intact with possible writing/highlighting. Binding strong with minor wear. Dust jackets/supplements may not be included. Includes library markings. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good. …

Zustand: Good. 1st Edition. Former library copy. Pages intact with minimal writing/highlighting. The binding may be loose and creased. Dust jackets/supplements are not included. Includes library markings. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.…

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

Softcover. Zustand: New. There is much discussion about what needs to change in education institutions in the 21st century, but less attention given to how core disciplinary studies should be considered within that context. This book is based on a major 4-year research study of history and physics in the changing environment of schools and universities in Australia. Are these forms of knowledge still valuable for students? Are they complementary to, or at odds with the concerns about '21st century skills', interdisciplinary and collaborative research teams, employability and 'learner-centred' education? How do those who work in these fields see changes in their disciplines and in their work environment? And what are the similarities and differences between the experiences of teachers and academics in physics and those in history? The book draws on interviews with 115 school teachers and university academics to provide new perspectives on two important issues. Firstly, how, for the purposes of today's schools and universities, can we adequately understand knowledge and knowledge building over time? Secondly, what has been productive and what has been counter-productive in recent efforts to steer and manage the changes in Australia.…

Zustand: New. pp. 232.

Paperback. Zustand: Very Good. Paperback. Minor nick on spine head. Binding is intact, contents are clean and clear. AM. Used.

Zustand: New. pp. 256.

Zustand: New. This is a Brand-new US Edition. This Item may be shipped from US or any other country as we have multiple locations worldwide.

Zustand: New. In English.

Paperback. Zustand: Brand New. 256 pages. 8.31x5.51x0.83 inches. In Stock.

Kartoniert / Broschiert. Zustand: New.

Zustand: New. In English.

Zustand: New. In English.

Taschenbuch. Zustand: Neu. Australia's Curriculum Dilemmas | State Cultures and the Big Issues | Lyn Yates (u. a.) | Taschenbuch | Englisch | 2011 | Melbourne University | EAN 9780522857726 | Verantwortliche Person für die EU: Mare Nostrum Group B.V., Doelen 72, 4831 GR BREDA, NIEDERLANDE, gpsr[at]mare-nostrum[dot]co[dot]uk | Anbieter: preigu. …

Paperback. Zustand: Brand New. 1st edition. 208 pages. 9.00x6.25x0.75 inches. In Stock.

Paperback. Zustand: Brand New. 1st edition. 272 pages. 9.13x6.06x0.79 inches. In Stock.

Zustand: New. This accessible book theorises education as a vehicle for self change and explores how such theorising impacts on the practices of educators. Num Pages: 208 pages, black & white illustrations. BIC Classification: JNA; JNK; JNP; KJU. Category: (P) Professional & Vocational; (U) Tertiary Education (US: College). Dimension: 234 x 156 x 11. Weight in Grams: 317. . 2003. Paperback. . . . . Books ship from the US and Ireland.…

Zustand: New. In English.

Zustand: New. This title brings together contributions from around the world that analyse and reflect on the way curriculum is configuring and reconfiguring that world. Editor(s): Yates, Lyn; Grumet, Madeleine. Series: World Yearbook of Education. Num Pages: 272 pages, 17 black & white tables. BIC Classification: JNA; JNF; JNU. Category: (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 228 x 147 x 16. Weight in Grams: 428. . 2013. Paperback. . . . . Books ship from the US and Ireland.…

Zustand: New.

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - Knowledge is now central to national economic competitiveness and to socio-economic endeavours concerned with inequalities and social exclusion, and in this context higher education is recognized as a core sector of national policy and strategy. Yet the changing pressures, directions and practices in relation to knowledge pose many challenges for higher education itself. How can and how should research and study programs within higher education align with wider knowledge dynamics How can higher education prepare students in professional fields for different kinds of knowledge-intensive work practices How can short term economic objectives for higher education be aligned with other kinds of knowledge objectives that have characterized universities and colleges, and with the intensified impact of global rankings This book takes as its focus the core interest of higher education in knowledge, and takes as its object of inquiry the kinds of reconfiguration of knowledge evidentin national policies and governance; and in the redevelopment and practices of a range of professional and academic study programs in higher education institutions in Norway and Australia. From these detailed accounts, the book demonstrates the complexity of knowledge as an object of policy and practice; the competing logics that may be evident within and between study programs and policies; and the different kinds of agents and drivers that are part of knowledge reconfiguration in higher education and that need further attention going forward.…

Zustand: New. In English.

Zustand: New. In English.

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - Knowledge is now central to national economic competitiveness and to socio-economic endeavours concerned with inequalities and social exclusion, and in this context higher education is recognized as a core sector of national policy and strategy. Yet the changing pressures, directions and practices in relation to knowledge pose many challenges for higher education itself. How can and how should research and study programs within higher education align with wider knowledge dynamics How can higher education prepare students in professional fields for different kinds of knowledge-intensive work practices How can short term economic objectives for higher education be aligned with other kinds of knowledge objectives that have characterized universities and colleges, and with the intensified impact of global rankings This book takes as its focus the core interest of higher education in knowledge, and takes as its object of inquiry the kinds of reconfiguration of knowledge evidentin national policies and governance; and in the redevelopment and practices of a range of professional and academic study programs in higher education institutions in Norway and Australia. From these detailed accounts, the book demonstrates the complexity of knowledge as an object of policy and practice; the competing logics that may be evident within and between study programs and policies; and the different kinds of agents and drivers that are part of knowledge reconfiguration in higher education and that need further attention going forward.…

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - There is much discussion about what needs to change in education institutions in the 21st century, but less attention given to how core disciplinary studies should be considered within that context. This book is based on a major 4-year research study of history and physics in the changing environment of schools and universities in Australia. Are these forms of knowledge still valuable for students Are they complementary to, or at odds with the concerns about '21st century skills', interdisciplinary and collaborative research teams, employability and 'learner-centred' education How do those who work in these fields see changes in their disciplines and in their work environment And what are the similarities and differences between the experiences of teachers and academics in physics and those in history The book draws on interviews with 115 school teachers and university academics to provide new perspectives on two important issues. Firstly, how, for the purposes of today's schools and universities, can we adequately understand knowledge and knowledge building over time Secondly, what has been productive and what has been counter-productive in recent efforts to steer and manage the changes in Australia.…

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - There is much discussion about what needs to change in education institutions in the 21st century, but less attention given to how core disciplinary studies should be considered within that context. This book is based on a major 4-year research study of history and physics in the changing environment of schools and universities in Australia. Are these forms of knowledge still valuable for students Are they complementary to, or at odds with the concerns about '21st century skills', interdisciplinary and collaborative research teams, employability and 'learner-centred' education How do those who work in these fields see changes in their disciplines and in their work environment And what are the similarities and differences between the experiences of teachers and academics in physics and those in history The book draws on interviews with 115 school teachers and university academics to provide new perspectives on two important issues. Firstly, how, for the purposes of today's schools and universities, can we adequately understand knowledge and knowledge building over time Secondly, what has been productive and what has been counter-productive in recent efforts to steer and manage the changes in Australia.…

Taschenbuch. Zustand: Neu. Reconfiguring Knowledge in Higher Education | Peter Maassen (u. a.) | Taschenbuch | Higher Education Dynamics | x | Englisch | 2019 | Springer | EAN 9783030102722 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu. …