Linden jos (60 resultados)

Hardcover. Condición: New. This book is brand new; never used or opened. No remainder marks.

gebundene Ausgabe. Condición: Gut. 279 Seiten Das hier angebotene Buch stammt aus einer teilaufgelösten Bibliothek und kann die entsprechenden Kennzeichnungen aufweisen (Rückenschild, Instituts-Stempel.); der Buchzustand ist ansonsten ordentlich und dem Alter entsprechend gut. In ENGLISCHER Sprache. Sprache: Englisch Gewicht in Gramm: 615. …

Linnen band met stofomslag in cassette. 460 pagina's. Nieuwstaat. De Nederlandse spaarbanken zijn bijna allemaal verdwenen, opgegaan in groter verbanden met een algemene doelstelling. Dit specifieke bedrijf kwam tot ontwikkeling in de negentiende eeuw en had een expliciet en ideëel doel, namelijk het verspreiden van burgerlijke deugden als spaarzaamheid, oppassendheid en zorg voor de oude dag. Zo schiep de spaarbankbeweging een eigen marktsegment onder particuliere spaarders, die bij de grote banken niet terecht konden. Tijdens de jaren 1960 kwam hieraan echter een einde toen de algemene banken hun bedrijf verbreedden en de spaarbanken noodgedwongen dit voorbeeld volgden. Dit boek werd geschreven om de geschiedenis van deze verdwenen bedrijfstak te staven. De drie auteurs stelden zich daarbij tot taak om de ontwikkeling te plaatsen in het kader van veranderende opvattingen over sparen. Zo ontstaat een fraai beeld van de wisselwerking tussen bedrijfstak en maatschappij, prachtig ondersteund door een overvloed aan kleuren- en zwart wit illustraties. Het boek is naar behoren afgewerkt met noten, bronverwijzing en literatuuropgave, plus register. 777g.…

Condición: Good. Paperback, illustraties (voornamelijk foto's) in z/w, 8vo.; Deukje onderrand rug.

Condición: Good. Paperback, illustraties (voornamelijk foto's) in z/w, 8vo.

Condición: Good. Paperback, illustraties (voornamelijk foto's) in z/w, 8vo.

8vo, 24cm. Pp. 408, several photos in text, refs., bibl., index. Orig. cloth in dust-jacket. Very good.

Condición: Very Good.

Amsterdam/Meppel, Boom, 1996. Linnen met stofomslag. 408 p. Als nieuw.

4to, 24cm. 190 blz., talr. foto's (meest in kleur) en andere illustr., bibliogr., register van namen en onderwerpen. Gebonden, orig. linnen in geïllustr. stofomslag. Als nieuw.

De geschiedenis van de Willem Arntsz Stichting: Huis en Hoeve, Van der Hoeven Kliniek en Dennendal. Ten geleide door Paul Schnabel. 408 p., z/w foto's, noten, literatuurlijst, archieven, geinterviewde personen register, 24,5x17,5 cm. (Orig. Linnen gebonden met gouden belettering. Fraai stofomslag. NIEUW). …

Condición: Very Good.

Condición: Good. Your purchase helps support Sri Lankan Children's Charity 'The Rainbow Centre'. Ex-library, so some stamps and wear, but in good overall condition. Our donations to The Rainbow Centre have helped provide an education and a safe haven to hundreds of children who live in appalling conditions.…

Condición: Hervorragend. Zustand: Hervorragend | Seiten: 288 | Sprache: Englisch | Produktart: Bücher | The book you are now reading aims to bring together research and theory on "new learning, "which is te term used to refer to the new learning outcomes, new kinds of learning processes, and new instructional methods both wanted by society and currently stressed in psychological and educational theory. Many people keep asking about ¿new learning.¿ Is it really a new way of learning? Are there really new learning outcomes? Is this current fad really different from the other kinds of learning propagated by such traditional school innovators as Montessori, Dewey, Steiner, or Freinet? Of course, there are some similarities between the attention now being paid to new ways of learning and new learning outcomes and previous efforts. We believe, however, that at least three important differences exist. First, there is much more attention to the role of active, independent, and self-directed learning than before. Many more schools and teachers are involved in such efforts than in the twenties or the sixties, for example. Many governments are stimulating active ways to learn. Employers and employee organizations are ¿ for various reasons ¿ now in favor of active learning in school and on the job. This is clearly related to increased recognition of the importance of and need for life-long learning and what are now called ¿learning organizations¿ as a result of rapidly changing societies and economies.…

Condición: New. In English.

Condición: New. In English.

Condición: New. In English.

Condición: New. In English.

Condición: New.

Gebunden. Condición: New.

Condición: New. Brings together research and theory about 'New Learning', the term used for new learning outcomes, new kinds of learning processes and new instructional methods that are both wanted by society and stressed in psychological theory in many countries. This book also describes and illustrates the differences of the traditional innovative ideas. Editor(s): Simons, Robert-Jan; Linden, Jos van der; Duffy, Tom. Num Pages: 280 pages, biography. BIC Classification: JNC. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 240 x 164 x 21. Weight in Grams: 552. . 2000. Hardback. . . . .…

Condición: New. pp. 272.

Condición: New. pp. 288.

Taschenbuch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering - The book you are now reading aims to bring together research and theory on 'new learning, 'which is te term used to refer to the new learning outcomes, new kinds of learning processes, and new instructional methods both wanted by society and currently stressed in psychological and educational theory. Many people keep asking about 'new learning.' Is it really a new way of learning Are there really new learning outcomes Is this current fad really different from the other kinds of learning propagated by such traditional school innovators as Montessori, Dewey, Steiner, or Freinet Of course, there are some similarities between the attention now being paid to new ways of learning and new learning outcomes and previous efforts. We believe, however, that at least three important differences exist. First, there is much more attention to the role of active, independent, and self-directed learning than before. Many more schools and teachers are involved in such efforts than in the twenties or the sixties, for example. Many governments are stimulating active ways to learn. Employers and employee organizations are - for various reasons - now in favor of active learning in school and on the job. This is clearly related to increased recognition of the importance of and need for life-long learning and what are now called 'learning organizations' as a result of rapidly changing societies and economies.…

Taschenbuch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering - Contemporary researchers have analysed dialogue primarily in terms of instruction, conversation or inquiry. There is an irreducible tension when the terms 'dialogue' and 'instruction' are brought together, because the former implies an emergent process of give-and-take, whereas the latter implies a sequence of predetermined moves. It is argued that effective teachers have learned how to perform in this contradictory space to both follow and lead, to be both responsive and directive, to require both independence and receptiveness from learners. Instructional dialogue, therefore, is an artful performance rather than a prescribed technique. Dialogues also may be structured as conversations which function to build consensus, conformity to everyday ritualistic practices, and a sense of community. The dark side of the dialogic 'we' and the community formed around 'our' and 'us' is the inevitable boundary that excludes 'them' and 'theirs'. When dialogues are structured to build consensus and community, critical reflection on the bases of that consensus is required and vigilance to ensure that difference and diversity are not being excluded or assimilated (see Renshaw, 2002). Again it is argued that there is an irreducible tension here because understanding and appreciating diversity can be achieved only through engagement and living together in communities. Teachers who work to create such communities in their classrooms need to balance the need for common practices with the space to be different, resistant or challenging - again an artful performance that is difficult to articulate in terms of specific teaching techniques.…

Buch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering - The book you are now reading aims to bring together research and theory on 'new learning, 'which is te term used to refer to the new learning outcomes, new kinds of learning processes, and new instructional methods both wanted by society and currently stressed in psychological and educational theory. Many people keep asking about 'new learning.' Is it really a new way of learning Are there really new learning outcomes Is this current fad really different from the other kinds of learning propagated by such traditional school innovators as Montessori, Dewey, Steiner, or Freinet Of course, there are some similarities between the attention now being paid to new ways of learning and new learning outcomes and previous efforts. We believe, however, that at least three important differences exist. First, there is much more attention to the role of active, independent, and self-directed learning than before. Many more schools and teachers are involved in such efforts than in the twenties or the sixties, for example. Many governments are stimulating active ways to learn. Employers and employee organizations are - for various reasons - now in favor of active learning in school and on the job. This is clearly related to increased recognition of the importance of and need for life-long learning and what are now called 'learning organizations' as a result of rapidly changing societies and economies.…

Buch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering - Contemporary researchers have analysed dialogue primarily in terms of instruction, conversation or inquiry. There is an irreducible tension when the terms 'dialogue' and 'instruction' are brought together, because the former implies an emergent process of give-and-take, whereas the latter implies a sequence of predetermined moves. It is argued that effective teachers have learned how to perform in this contradictory space to both follow and lead, to be both responsive and directive, to require both independence and receptiveness from learners. Instructional dialogue, therefore, is an artful performance rather than a prescribed technique. Dialogues also may be structured as conversations which function to build consensus, conformity to everyday ritualistic practices, and a sense of community. The dark side of the dialogic 'we' and the community formed around 'our' and 'us' is the inevitable boundary that excludes 'them' and 'theirs'. When dialogues are structured to build consensus and community, critical reflection on the bases of that consensus is required and vigilance to ensure that difference and diversity are not being excluded or assimilated (see Renshaw, 2002). Again it is argued that there is an irreducible tension here because understanding and appreciating diversity can be achieved only through engagement and living together in communities. Teachers who work to create such communities in their classrooms need to balance the need for common practices with the space to be different, resistant or challenging - again an artful performance that is difficult to articulate in terms of specific teaching techniques.…

Condición: New. pp. 276.

Condición: New. pp. 288.

Paperback. Condición: Brand New. 276 pages. 9.00x6.00x0.62 inches. In Stock.