Hardcover. Zustand: Very Good. No Jacket. May have limited writing in cover pages. Pages are unmarked. ~ ThriftBooks: Read More, Spend Less.
Sprache: Englisch
Verlag: Wiley & Sons, Incorporated, John, 2006
ISBN 10: 1882982967 ISBN 13: 9781882982967
Anbieter: Better World Books, Mishawaka, IN, USA
Zustand: Good. Former library copy. Pages intact with minimal writing/highlighting. The binding may be loose and creased. Dust jackets/supplements are not included. Includes library markings. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.
Sprache: Englisch
Verlag: Wiley & Sons, Incorporated, John, 2006
ISBN 10: 1882982967 ISBN 13: 9781882982967
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.
EUR 43,85
Anzahl: 3 verfügbar
In den WarenkorbZustand: New. pp. xvii + 234 Illus.
Zustand: New. 2007. 1st Edition. Hardcover. . . . . . Books ship from the US and Ireland.
Anbieter: Revaluation Books, Exeter, Vereinigtes Königreich
EUR 51,70
Anzahl: 2 verfügbar
In den WarenkorbHardcover. Zustand: Brand New. illustrated edition. 234 pages. 9.00x6.25x0.75 inches. In Stock.
Buch. Zustand: Neu. Neuware - A course portfolio captures and makes visible the careful, difficult, and intentional scholarly work of planning and teaching a course and is an invaluable tool for documenting and reflecting on the quantity and quality of student learning. Illustrated through examples of course portfolios created through a four-year project on peer review of teaching, this book demonstrates that well-designed peer review can be integrated into the daily professional lives of faculty, improve faculty teaching by providing a guiding context for formative assessment and collaboration, and make the learning that comes from effective teaching visible and accessible for review within institutional reward systems. Explicitly intended to help faculty conceptualize how their teaching and the student learning that results can be made visible, this book offers a model of peer review to document, assess, reflect on, and improve teaching and student learning through the use of a course portfolio. It provides a rationale for treating teaching as intellectual work, accompanied by a rich collection of materials--course portfolios, reviewers' comments, and portfolio authors' reflections drawn from more than 200 professors in various disciplines and institutions--that faculty can use to develop their own models for peer review of teaching.