Sprache: Englisch
Verlag: University of Chicago Press (edition 1), 2001
ISBN 10: 0226500713 ISBN 13: 9780226500713
Anbieter: BooksRun, Philadelphia, PA, USA
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.
Sprache: Englisch
Verlag: University of Chicago Press, 2001
ISBN 10: 0226500713 ISBN 13: 9780226500713
Anbieter: World of Books (was SecondSale), Montgomery, IL, USA
Zustand: Good. Item in good condition and has highlighting/writing on text. Used texts may not contain supplemental items such as CDs, info-trac etc.
Sprache: Englisch
Verlag: University of Chicago Press, 2001
ISBN 10: 0226500713 ISBN 13: 9780226500713
Anbieter: Better World Books, Mishawaka, IN, USA
Zustand: Very Good. Pages intact with possible writing/highlighting. Binding strong with minor wear. Dust jackets/supplements may not be included. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.
Sprache: Englisch
Verlag: University of Chicago Press, 2001
ISBN 10: 0226500713 ISBN 13: 9780226500713
Anbieter: ThriftBooks-Atlanta, AUSTELL, GA, USA
Paperback. Zustand: As New. No Jacket. Pages are clean and are not marred by notes or folds of any kind. ~ ThriftBooks: Read More, Spend Less.
Sprache: Englisch
Verlag: University of Chicago Press, 2001
ISBN 10: 0226500713 ISBN 13: 9780226500713
Zustand: Good. 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. Bundled media such as CDs, DVDs, floppy disks or access codes may not be included.
Sprache: Englisch
Verlag: The University of Chicago Press, 2001
ISBN 10: 0226500713 ISBN 13: 9780226500713
Anbieter: PBShop.store US, Wood Dale, IL, USA
PAP. Zustand: New. New Book. Shipped from UK. Established seller since 2000.
Sprache: Englisch
Verlag: The University of Chicago Press, 2001
ISBN 10: 0226500713 ISBN 13: 9780226500713
Anbieter: PBShop.store UK, Fairford, GLOS, Vereinigtes Königreich
EUR 36,09
Anzahl: 15 verfügbar
In den WarenkorbPAP. Zustand: New. New Book. Shipped from UK. Established seller since 2000.
Sprache: Englisch
Verlag: University of Chicago Press, 2001
ISBN 10: 0226500713 ISBN 13: 9780226500713
Anbieter: Majestic Books, Hounslow, Vereinigtes Königreich
EUR 38,84
Anzahl: 3 verfügbar
In den WarenkorbZustand: New. pp. 225 Illus.
Sprache: Englisch
Verlag: The University of Chicago Press, 2001
ISBN 10: 0226500713 ISBN 13: 9780226500713
Anbieter: Kennys Bookstore, Olney, MD, USA
Zustand: New. American high schools have never been under more pressure to reform: student populations are more diverse than ever, resources are limited, and teachers are expected to teach to high standards for all students. With wide-ranging implications, this text looks into teacher communities. Num Pages: 225 pages, 10 line drawings, 8 tables. BIC Classification: 1KBB; JNK; JNLC. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly. Dimension: 216 x 139 x 15. Weight in Grams: 318. . 2001. 1st Edition. Paperback. . . . . Books ship from the US and Ireland.
Anbieter: Revaluation Books, Exeter, Vereinigtes Königreich
EUR 51,81
Anzahl: 2 verfügbar
In den WarenkorbPaperback. Zustand: Brand New. 1st edition. 192 pages. 8.25x5.25x0.50 inches. In Stock.
Sprache: Englisch
Verlag: University of Chicago Press, 2001
ISBN 10: 0226500713 ISBN 13: 9780226500713
Anbieter: moluna, Greven, Deutschland
EUR 45,92
Anzahl: Mehr als 20 verfügbar
In den WarenkorbKartoniert / Broschiert. Zustand: New. American high schools have never been under more pressure to reform: student populations are more diverse than ever, resources are limited, and teachers are expected to teach to high standards for all students. With wide-ranging implications, this text look.
Sprache: Englisch
Verlag: University Of Chicago Press Nov 2001, 2001
ISBN 10: 0226500713 ISBN 13: 9780226500713
Anbieter: AHA-BUCH GmbH, Einbeck, Deutschland
Taschenbuch. Zustand: Neu. Neuware - American high schools have never been under more pressure to reform: student populations are more diverse than ever, resources are limited, and teachers are expected to teach to high standards for all students. While many reformers look for change at the state or district level, the authors here argue that the most local contexts-schools, departments, and communities-matter the most to how well teachers perform in the classroom and how satisfied they are professionally. Their findings-based on one of the most extensive research projects ever done on secondary teaching-show that departmental cultures play a crucial role in classroom settings and expectations. In the same school, for example, social studies teachers described their students as 'apathetic and unwilling to work,' while English teachers described the same students as 'bright, interesting, and energetic.' With wide-ranging implications for educational practice and policy, this unprecedented look into teacher communities is essential reading for educators, administrators, and all those concerned with U. S. high schools.