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- Taylor and Francis 2003; US$ 60.95
This is the first of a two-volume publication which provides an international perspective on how children learn to read. Research studies and classroom experiences from around the world are reported, highlighting implications for the design implementation and evaluation of classroom reading programmes. Contributions and evidence is drawn from over... more...
- Taylor and Francis 2004; US$ 65.95
The assessment of the National Curriculum has evolved from the first blueprint of the TGAT Report through a series of policy decisions and early experience of implementation. The pace of change, the complexity of the proposed assessment system and the political rhetoric associated with it have served to confuse and so obscure the trends in policy and... more...
- CRC Press 2007; US$ 37.95
Teaching Science to Every Child proposes a fresh perspective for teaching school science and draws upon an extensive body of classroom research to meaningfully address the achievement gap in science education. Settlage and Southerland begin from the point of view that science can be thought of as a culture, rather than as a fixed body of knowledge.... more...
- McGraw-Hill Education 2005; US$ 42.00
Aims to extend teachers' thinking beyond 'book spaces' and into 'digital spaces'. This title offers theorized approaches to analyzing children's literature across media, and descriptions of effective learning activities that are rich in detail and practical advice. It also provides practical guidance for teachers who are inexperienced with ICT. more...
- McGraw-Hill Education 2006; US$ 44.00
Provides a range of insights into pupils' learning relevant to the use of information and communications technology (ICT) in primary science. This book features specific examples of software and hardware use in the classroom; and considers creative uses of technology for pupils engaged in science activity in the primary and early years. more...
- ABC-CLIO 1992; US$ 33.95
Current conceptualizations of children's thinking tend to be unneccesarily narrow, and to focus on what might be called convergent thinking. As a result, invention and innovation are often underemphasized in schools. This text aims to encourage a broad understanding of intellect, and attempts to help teachers to recognize and foster more varied forms... more...
- Book Enclave 2007; US$ 45.00
Theoretically the Organizations of a School is the administrative expression of educational theory. Organization may be viewed as the structure of the Framework within which teachers, pupils, supervisors, and others operate to carry on the activities of the school. Theoretically this structure should vary according to the difference in educational... more...
- Presses de l''niversite du Quebec 1991; US$ 16.50
L'auteur analyse, compare et critique une quinzaine d'études québécoises, puis rappelle l'apport de quelques volumes étrangers à la compréhension de cet objet multidimensionnel, distinguant entre autres les sous-objets, les populations étudiées, les objectifs visés, les méthodologies utilisées,... more...
- Stenhouse Publishers 2009; US$ 16.99
The question I grappled with was how to move students from “couch-potato” readers who can answer basic questions with one word – to readers who think while reading – to readers who think beyond their reading. –Aimee Buckner In Notebook Know-How , Aimee Buckner demonstrated the power of notebooks to spark and capture students’... more...