Sprache: Englisch
Verlag: Cambridge University Press, 1996
ISBN 10: 0521495873 ISBN 13: 9780521495875
Anbieter: Labyrinth Books, Princeton, NJ, USA
Zustand: Very Good.
Sprache: Englisch
Verlag: Cambridge University Press, 1996
ISBN 10: 0521495873 ISBN 13: 9780521495875
Anbieter: WeBuyBooks, Rossendale, LANCS, Vereinigtes Königreich
EUR 44,67
Anzahl: 1 verfügbar
In den WarenkorbZustand: Very Good. Most items will be dispatched the same or the next working day. A copy that has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.
Sprache: Englisch
Verlag: Cambridge University Press, 1996
ISBN 10: 0521495873 ISBN 13: 9780521495875
Anbieter: Anybook.com, Lincoln, Vereinigtes Königreich
EUR 49,68
Anzahl: 1 verfügbar
In den WarenkorbZustand: Good. This is an ex-library book and may have the usual library/used-book markings inside.This book has hardback covers. In good all round condition. Dust jacket in good condition. Please note the Image in this listing is a stock photo and may not match the covers of the actual item,850grams, ISBN:9780521495875.
Sprache: Englisch
Verlag: Cambridge University Press, 1996
ISBN 10: 0521495873 ISBN 13: 9780521495875
Anbieter: AHA-BUCH GmbH, Einbeck, Deutschland
Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - Major scholars on Japan explore the Japanese style of learning in this important volume, drawing upon ethnographic and experimental studies of learning throughout the life span. The reader gets an inside view of Japanese teaching methods, where the emphasis is on the process of learning rather than the end product. Applications across contexts, from religion to music to mathematics to guidance, are handled very differently than in the West. Contributors analyze various models of learning within and without the Japanese school system. Together these analyses comprise an example of a nation, a landscape of learning. The examples considered here allow us to understand better the rich coherence of systems in the broader social context. A carefully articulated Introduction and Conclusion by the editors provide salient comparisons of East and West and caution that we do not simplify our model of either one. Teaching and Learning in Japan will be of interest to educators, Japan scholars, and to educational psychologists.