Rodriguez michael c (20 Ergebnisse)

Paperback. Zustand: Very Good. 1. It's a well-cared-for item that has seen limited use. The item may show minor signs of wear. All the text is legible, with all pages included. It may have slight markings and/or highlighting.

Zustand: good. Gently used with minimal wear on the corners and cover. A few pages may contain light highlighting or writing, but the text remains fully legible. Dust jacket may be missing, and supplemental materials like CDs or codes may not be included. May be ex-library with library markings. Ships promptly. …

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: New. In English.

Zustand: New. In English.

Paperback. Zustand: Brand New. 176 pages. 9.25x6.10x0.40 inches. In Stock.

Hardcover. Zustand: Brand New. 173 pages. 9.25x6.10x9.21 inches. In Stock.

Paperback. Zustand: Brand New. 360 pages. 11.00x8.50x1.00 inches. In Stock.

Zustand: New. In English.

Zustand: New.

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book uses the publicly available TEDS-M data to answer such questions as: How does teacher education contribute to the learning outcomes of future teachers Are there programs that are more successful than others in helping teachers learn to teach mathematics How does the local and national policy environment contribute to teacher education outcomes It invites readers to explore these questions across a large number of international settings.The importance of preparing future mathematics teachers has become a priority across many nations. Across the globe nations have allocated resources and expertise to this endeavour. Yet in spite of the importance accorded to teacher education not much is known about different approaches to preparing knowledgeable teachers and whether these approaches do in fact achieve their purpose. The Mathematics Teacher Education and Development Study (TEDS-M) is the first, and to date the only, cross-national study using scientific and representative samples to provide empirical data on the knowledge that future mathematics teachers of primary and secondary school acquire in their teacher education programs. The study addresses the central importance of teacher knowledge in learning to teach mathematics by examining variation in the nature and influence of teacher education programs within and across countries.The study collected data on teacher education programs structure, curriculum and opportunities to learn, on teacher educators' characteristics and beliefs, and on future mathematics teachers' individual characteristics, beliefs, and mathematics and pedagogical knowledge across 17 countries providing a unique opportunity to explore enduring questions in the field.…

Hardcover. Zustand: Brand New. 604 pages. 9.25x6.10x1.38 inches. In Stock.

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book uses the publicly available TEDS-M data to answer such questions as: How does teacher education contribute to the learning outcomes of future teachers Are there programs that are more successful than others in helping teachers learn to teach mathematics How does the local and national policy environment contribute to teacher education outcomes It invites readers to explore these questions across a large number of international settings.The importance of preparing future mathematics teachers has become a priority across many nations. Across the globe nations have allocated resources and expertise to this endeavour. Yet in spite of the importance accorded to teacher education not much is known about different approaches to preparing knowledgeable teachers and whether these approaches do in fact achieve their purpose. The Mathematics Teacher Education and Development Study (TEDS-M) is the first, and to date the only, cross-national study using scientific and representative samples to provide empirical data on the knowledge that future mathematics teachers of primary and secondary school acquire in their teacher education programs. The study addresses the central importance of teacher knowledge in learning to teach mathematics by examining variation in the nature and influence of teacher education programs within and across countries.The study collected data on teacher education programs structure, curriculum and opportunities to learn, on teacher educators' characteristics and beliefs, and on future mathematics teachers' individual characteristics, beliefs, and mathematics and pedagogical knowledge across 17 countries providing a unique opportunity to explore enduring questions in the field.…

Zustand: New. In English.

Zustand: New. Editor(s): Geisinger, Kurt F. Num Pages: 2220 pages, 3 Volumes. BIC Classification: JMBT. Category: (G) General (US: Trade). Dimension: 297 x 236 x 145. Weight in Grams: 5579. . 2013. 1st Edition. Hardcover. . . . . Books ship from the US and Ireland.

Zustand: New. In English.

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

Hardcover. Zustand: Brand New. 1st edition. 2220 pages. 11.75x9.50x5.50 inches. In Stock.

Hardcover. Zustand: Gut. 2. Auflage. XXXVI, [2], 1975 S. Ehem. Bibliotheksexemplar mit Signatur und Stempel. GUTER Zustand, ein paar Gebrauchsspuren. Ex-library with stamp and library-signature. GOOD condition, some traces of use. w16127 9783719025106 Sprache: Deutsch Gewicht in Gramm: 2200.