valverde gilbert (19 Ergebnisse)

Zustand: Good. Used book that is in clean, average condition without any missing pages.

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: Good. Your purchase helps support Sri Lankan Children's Charity 'The Rainbow Centre'. Ex-library, so some stamps and wear, and may have sticker on cover, but in good overall condition. Our donations to The Rainbow Centre have helped provide an education and a safe haven to hundreds of children who live in appalling conditions.

Zustand: New. pp. 212 Illus.

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

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

Zustand: New.

Gebunden. Zustand: New.

Zustand: NEW.

Zustand: New. Presents findings from a cross-national study of textbooks - the curriculum analysis of the 1995 Third International Mathematics and Science Study (TIMSS). This study included an inventory of the mathematics and science content, pedagogy, and other characteristics collected from hundreds of textbooks in over forty countries. Num Pages: 199 pages, biography. BIC Classification: JN; PD. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 244 x 170 x 12. Weight in Grams: 1050. . 2002. Hardback. . . . . Books ship from the US and Ireland.

Gebunden. Zustand: New. How are curriculum policies translated into opportunities to learn in the classroom?According to the Book presents findings from the largest cross-national study of textbooks carried out to date - the curriculum analysis of the 19.

Taschenbuch. Zustand: Neu. Neuware -How are curriculum policies translated into opportunities to learn in the classroom According to the Book presents findings from the largest cross-national study of textbooks carried out to date - the curriculum analysis of the 1995 Third International Mathematics and Science Study (TIMSS). This study included a detailed, page-by-page, inventory of the mathematics and science content, pedagogy, and other characteristics collected from hundreds of textbooks in over forty countries.Drawing on these data, the authors investigate the rhetorical and pedagogical features of textbooks to understand how they promote and constrain educational opportunities. They investigate how textbooks are constructed and how they structure diverse elements into prescriptions for teaching practice.The authors break new ground in understanding textbooks in terms of different educational opportunities that they make possible. The book examines policy implications from these new understandings. In particular, conclusions are offered regarding the role of textbooks in curriculum-driven educational reform, in light of their role as promoters of qualitatively distinct educational opportunities.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 212 pp. Englisch.

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - PREFACE The Third International Mathematics and Science Study (TIMSS), sponsored by the International Association for the Evaluation of Educational Achievement (lEA) and the gov ernments of the participating countries, is a comparative study of education in mathematics and the sciences conducted in approximately 50 educational systems on five continents. The goal of TIMSS is to measure student achievement in mathematics and science in participating coun tries and to assess some of the curricular and classroom factors that influence student learning in these subjects. The study will provide educators and policy makers with an unparalleled and multidimensional perspective on mathematics and science curricula; their implementation; the nature of student performance in mathematics and science; and the social, economic, and edu cational context in which these occur. TIMSS focuses on student learning and achievement in mathematics and science at three different age levels, or populations. - Population 1 is defined as all students enrolled in the two adjacent grades that contain the largest proportion of 9-year-old students; - Population 2 is defined as all students enrolled in the two adjacent grades that contain the largest proportion of 13-year-old students; and - Population 3 is defined as all students in their final year of secondary education, includ ing students in vocational education programs. In addition, Population 3 has two 'specialist' subpopulations: students taking advanced courses in mathematics (mathematics specialists), and students taking advanced courses in physics (science specialists).

Zustand: New. Examines features of curriculum policy across the TIMSS countries, especially the role of textbooks and curriculum guides. This book portrays similarities and differences in mathematics curricula in the succession of objectives across grades. Editor(s): Schmidt, William H.; McKnight, Curtis C.; Valverde, Gilbert A.; Houang, Richard T. (Michigan State University, East Lansing, USA); Wiley, David E. (Northwestern University, USA). Num Pages: 276 pages, 22 black & white illustrations, biography. BIC Classification: JN; PB. Category: (P) Professional & Vocational. Dimension: 260 x 193 x 17. Weight in Grams: 725. . 1997. Hardback. . . . . Books ship from the US and Ireland.

Zustand: New. How are curriculum policies translated into opportunities to learn in the classroom? This study included a detailed, page-by-page, inventory of the mathematics and science content, pedagogy, and other characteristics collected from hundreds of textbooks in over forty countries. It examines policy implications from the understandings. Num Pages: 199 pages, biography. BIC Classification: JN; PD. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 240 x 160 x 11. Weight in Grams: 670. . 2002. Paperback. . . . . Books ship from the US and Ireland.

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - How are curriculum policies translated into opportunities to learn in the classroom According to the Book presents findings from the largest cross-national study of textbooks carried out to date - the curriculum analysis of the 1995 Third International Mathematics and Science Study (TIMSS). This study included a detailed, page-by-page, inventory of the mathematics and science content, pedagogy, and other characteristics collected from hundreds of textbooks in over forty countries.Drawing on these data, the authors investigate the rhetorical and pedagogical features of textbooks to understand how they promote and constrain educational opportunities. They investigate how textbooks are constructed and how they structure diverse elements into prescriptions for teaching practice.The authors break new ground in understanding textbooks in terms of different educational opportunities that they make possible. The book examines policy implications from these new understandings. In particular, conclusions are offered regarding the role of textbooks in curriculum-driven educational reform, in light of their role as promoters of qualitatively distinct educational opportunities.

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - How are curriculum policies translated into opportunities to learn in the classroom According to the Book presents findings from the largest cross-national study of textbooks carried out to date - the curriculum analysis of the 1995 Third International Mathematics and Science Study (TIMSS). This study included a detailed, page-by-page, inventory of the mathematics and science content, pedagogy, and other characteristics collected from hundreds of textbooks in over forty countries.Drawing on these data, the authors investigate the rhetorical and pedagogical features of textbooks to understand how they promote and constrain educational opportunities. They investigate how textbooks are constructed and how they structure diverse elements into prescriptions for teaching practice.The authors break new ground in understanding textbooks in terms of different educational opportunities that they make possible. The book examines policy implications from these new understandings. In particular, conclusions are offered regarding the role of textbooks in curriculum-driven educational reform, in light of their role as promoters of qualitatively distinct educational opportunities.

Buch. Zustand: Neu. According to the Book | Using TIMSS to investigate the translation of policy into practice through the world of textbooks | Gilbert A. Valverde (u. a.) | Buch | ix | Englisch | 2002 | Springer Netherland | EAN 9781402010330 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu.

Gebundene Ausgabe. Zustand: Gut. 276/ 296 Seiten; Die hier angebotenen Bände stammen aus einer teilaufgelösten wissenschaftlichen Bibliothek und trägt die entsprechenden Kennzeichnungen (Rückenschild, Instituts-Stempel.). Schnitt und Einband sind etwas staubschmutzig; der Buchzustand ist ansonsten ordentlich und dem Alter entsprechend gut; KOMPLETTPREIS für 2 Bände; bei Versand ins Ausland erfragen Sie bitte zuerst die Versandkosten; ENGLISCH! Sprache: Englisch Gewicht in Gramm: 1700.