Sprache: Englisch
Verlag: State Univ of New York Pr (edition Illustrated), 2004
ISBN 10: 0791460363 ISBN 13: 9780791460368
Anbieter: BooksRun, Philadelphia, PA, USA
Paperback. Zustand: Very Good. Illustrated. 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: State University of New York Press, 2004
ISBN 10: 0791460363 ISBN 13: 9780791460368
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.
Sprache: Englisch
Verlag: State Univ of New York Pr, 2004
ISBN 10: 0791460363 ISBN 13: 9780791460368
Anbieter: Revaluation Books, Exeter, Vereinigtes Königreich
EUR 32,29
Anzahl: 1 verfügbar
In den WarenkorbPaperback. Zustand: Brand New. illustrated edition. 326 pages. 9.00x6.25x0.75 inches. In Stock.
Sprache: Englisch
Verlag: State University of New York Press, 2004
ISBN 10: 0791460363 ISBN 13: 9780791460368
Anbieter: Ria Christie Collections, Uxbridge, Vereinigtes Königreich
EUR 36,49
Anzahl: 2 verfügbar
In den WarenkorbZustand: New. In.
Anbieter: moluna, Greven, Deutschland
Kartoniert / Broschiert. Zustand: New. Über den AutorDonna Marie San Antonio is Lecturer on Education at Harvard Graduate School of Education and the founder and co-director of the Appalachian Mountain Teen Project.KlappentextrnrnAddressing the.
Sprache: Englisch
Verlag: State University Of New York Press Mai 2004, 2004
ISBN 10: 0791460363 ISBN 13: 9780791460368
Anbieter: AHA-BUCH GmbH, Einbeck, Deutschland
Taschenbuch. Zustand: Neu. Neuware - Addressing the issues of educational equity and social class diversity, Donna Marie San Antonio documents the challenges adolescents face when making the transition from elementary school to middle school. The book explores the values, resources, and ways of interacting that students from diverse economic backgrounds bring from their families and communities, and how they are enabled or discouraged from integrating these assets in their new school environment.