Anbieter: BooksRun, Philadelphia, PA, USA
Paperback. Zustand: Fair. 1. The item might be beaten up but readable. May contain markings or highlighting, as well as stains, bent corners, or any other major defect, but the text is not obscured in any way.
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Zustand: Good. Good condition ex-library book with usual library markings and stickers.
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Anbieter: AwesomeBooks, Wallingford, Vereinigtes Königreich
EUR 23,03
Anzahl: 2 verfügbar
In den WarenkorbPaperback. Zustand: Very Good. Taxonomy for Learning, Teaching, and Assessing, A: A Revision of Bloom's Taxonomy of Educational Objectives, Abridged Edition This book is in very good condition and will be shipped within 24 hours of ordering. The cover may have some limited signs of wear but the pages are clean, intact and the spine remains undamaged. This book has clearly been well maintained and looked after thus far. Money back guarantee if you are not satisfied. See all our books here, order more than 1 book and get discounted shipping.
Anbieter: moluna, Greven, Deutschland
EUR 139,60
Anzahl: Mehr als 20 verfügbar
In den WarenkorbZustand: New. InhaltsverzeichnisList of Tables and Figures. Preface. Foreword. SECTION I: THE TAXONOMY, EDUCATIONAL OBJECTIVES AND STUDENT LEARNING. 1. Introduction. 2. The Structure, Specificity, and Problems of Objectives. SECTION II: THE REVI.
Anbieter: Revaluation Books, Exeter, Vereinigtes Königreich
EUR 186,15
Anzahl: 2 verfügbar
In den WarenkorbPaperback. Zustand: Brand New. 2nd edition. 352 pages. 9.25x7.50x0.75 inches. In Stock.
Sprache: Englisch
Verlag: INGRAM INTERNATIONAL INC Dez 2000, 2000
ISBN 10: 080131903X ISBN 13: 9780801319037
Anbieter: AHA-BUCH GmbH, Einbeck, Deutschland
Buch. Zustand: Neu. Neuware - Embodying advances in cognitive psychology since the publication of Bloom's taxonomy, this revision of that framework is designed to help teachers understand and implement standards-based curriculums as well as facilitate constructing and analyzing their own. A revision only in the sense that it builds on the original framework, it is a completely new manuscript in both text and organization. Its two-dimensional framework interrelates knowledge with the cognitive processes students use to gain and work with knowledge. Together, these define the goals, curriculum standards, and objectives students are expected to learn. The framework facilitates the exploration of curriculums from four perspectives-what is intended to be taught, how it is to be taught, how learning is to be assessed, and how well the intended aims, instruction and assessments are aligned for effective education. This 'revisited' framework allows you to connect learning from all these perspectives.