Sprache: Englisch
Verlag: Peter Lang Inc., International Academic Publishers, 2008
ISBN 10: 1433104105 ISBN 13: 9781433104107
Anbieter: Ria Christie Collections, Uxbridge, Vereinigtes Königreich
EUR 32,47
Anzahl: 5 verfügbar
In den WarenkorbZustand: New. In.
Sprache: Englisch
Verlag: Peter Lang Inc., International Academic Publishers, 2009
ISBN 10: 1433104091 ISBN 13: 9781433104091
Anbieter: Ria Christie Collections, Uxbridge, Vereinigtes Königreich
EUR 86,33
Anzahl: Mehr als 20 verfügbar
In den WarenkorbZustand: New. In.
Anbieter: AHA-BUCH GmbH, Einbeck, Deutschland
Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - Clio at the Table provides important historical perspectives on contemporary education policy issues. Based on a conference held in honor of Carl Kaestle, one of the most eminent education historians in the United States, the book includes chapters that address some of the major concerns of U.S. education today, all of which are particular foci of Kaestle's work: urban education, equity, the role of the federal government, and national standards. On each topic, the book presents summaries of new research and explores the uses of history to help further the connections between historical analysis and policy analysis. It will be particularly useful in courses on education history and policy.
Anbieter: preigu, Osnabrück, Deutschland
Taschenbuch. Zustand: Neu. Clio at the Table | Using History to Inform and Improve Education Policy | Kenneth K. Wong (u. a.) | Taschenbuch | Kartoniert / Broschiert | Englisch | 2008 | Peter Lang | EAN 9781433104107 | Verantwortliche Person für die EU: Lang, Peter GmbH, Gontardstr. 11, 10178 Berlin, r[dot]boehm-korff[at]peterlang[dot]com | Anbieter: preigu.
Anbieter: AHA-BUCH GmbH, Einbeck, Deutschland
Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - Clio at the Table provides important historical perspectives on contemporary education policy issues. Based on a conference held in honor of Carl Kaestle, one of the most eminent education historians in the United States, the book includes chapters that address some of the major concerns of U.S. education today, all of which are particular foci of Kaestle's work: urban education, equity, the role of the federal government, and national standards. On each topic, the book presents summaries of new research and explores the uses of history to help further the connections between historical analysis and policy analysis. It will be particularly useful in courses on education history and policy.