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Sprache: Englisch
Verlag: Dordrecht, Springer Netherland., 2007
ISBN 10: 1402059213 ISBN 13: 9781402059216
Anbieter: Universitätsbuchhandlung Herta Hold GmbH, Berlin, Deutschland
2007. 16 x 24 cm. XVIII, 226 S. XVIII, 226 p. Hardcover. Versand aus Deutschland / We dispatch from Germany via Air Mail. Einband bestoßen, daher Mängelexemplar gestempelt, sonst sehr guter Zustand. Imperfect copy due to slightly bumped cover, apart from this in very good condition. Stamped. (Contemporary Trends and Issues in Science Education). Sprache: Englisch.
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Anbieter: Revaluation Books, Exeter, Vereinigtes Königreich
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In den WarenkorbPaperback. Zustand: Brand New. 216 pages. 9.20x6.14x0.45 inches. In Stock.
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Zustand: New. 2022. Hardcover. . . . . . Books ship from the US and Ireland.
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EUR 115,52
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Gebunden. Zustand: New. This edited book expands the current scholarship on teaching world languages for social justice and equity in K-12 and postsecondary contexts in the US. The chapters address how world language teachers approach social justice in their teaching, and how teac.
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In den WarenkorbPaperback. Zustand: Brand New. 244 pages. 9.25x6.10x0.55 inches. In Stock.
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Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - In the United States it certainly is the case that we live in a country that adheres to an ideology of individualism. In education this ideology is manifest in ho- ing teachers accountable for the achievement of their students, and teacher e- cators accountable for the quality of teaching. Similarly, in school districts such as Philadelphia, where this research was undertaken, school principals are held accountable for the quality of the educational programs in their schools. In making this claim about individualism I do not seek to oversimplify an argument that individualism is the only referent used in formulating and enacting policies. Clearly there is recognition of complexity and the mediating effects of others' actions on individuals accomplishing their goals. However, in arguments over accountability it always seemed beyond argument, for example, that teachers should have control over their students and if that were not the case then the teacher is not effective. Similarly, as a teacher educator, there is a widespread perspective that I should train teachers to establish and maintain tight control over students, and plan and enact curricula to meet mandated national, state, and local standards in ways that align with testing programs such as those associated with the No Child Left Behind legislation. Failure to comply with these expec- tions, while possible, feels risky.
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EUR 253,30
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In den WarenkorbHardcover. Zustand: Brand New. 216 pages. 9.20x6.14x0.79 inches. In Stock.