Paris cynthia (26 resultados)

Paperback. Condición: Very Good. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged. Jabar, Cynthia (ilustrador).

Condición: Good. Good condition. A copy that has been read but remains intact. May contain markings such as bookplates, stamps, limited notes and highlighting, or a few light stains.

Condición: 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.

Hardcover. Condición: Very Good. No Jacket. May have limited writing in cover pages. Pages are unmarked. ~ ThriftBooks: Read More, Spend Less.

Condición: good. A copy that has been read, remains in good condition. All pages are intact, and the cover is intact. The spine and cover show signs of wear. Pages can include notes and highlighting and show signs of wear, and the copy can include "From the library of" labels or previous owner inscriptions. 100% GUARANTEE! Shipped with delivery confirmation, if you're not satisfied with purchase please return item! Ships via media mail.…

paperback. Condición: Good. Second. Softcover ex-library with typical marks shows moderate cover wear. Text is unmarked. Ships FAST.

Condición: good. A copy that has been read, remains in good condition. All pages are intact, and the cover is intact. The spine and cover show signs of wear. Pages can include notes and highlighting and show signs of wear, and the copy can include "From the library of" labels or previous owner inscriptions. 100% GUARANTEE! Shipped with delivery confirmation, if you're not satisfied with purchase please return item! Ships via media mail.…

Paperback. Condición: Very Good. No Jacket. May have limited writing in cover pages. Pages are unmarked. ~ ThriftBooks: Read More, Spend Less.

Condición: As New. Unread book in perfect condition.

Condición: New.

Paperback. Condición: Brand New. 2nd edition. 272 pages. 9.50x6.75x0.75 inches. In Stock.

Condición: New.

Condición: As New. Unread book in perfect condition.

Cynthia Sieden Sopran, Oper Salzburg, Paris, MünchenEigenhändiger Briefm.Datum, Unterschrift signiert , an e. Fan, teilweise in gereimter Form ! 1.8.19871 S. 8°.

Condición: New.

Paperback. Condición: New.

Condición: New. In English.

Soft cover. Condición: Very Good. Curling front cover. Shipped from the Calico Cat Bookshop, a brick and mortar bookshop established in 1975. Size: Octavo. Book.

Gr.-8° paperback. 295 pages with illustrations. Anymore conference,held in Paris June 23 - 25,1999.Anymore is the ninth in a planned series of ten volumes documenting the annual Any conferences.Front Cover a little bit stained,otherwise good copy. Sprache: Englisch Gewicht in Gramm: 780.

Paperback. Condición: Brand New. 336 pages. 9.00x6.00x0.75 inches. In Stock.

Condición: New. Satisfaction Guaranteed or your money back.

Paperback. Condición: Brand New. 128 pages. 8.75x5.50x0.50 inches. In Stock.

Paperback. Condición: new. Paperback. This volume explores in detail the ways that working with word processing interacts with the social processes of classrooms to shape participants' theories and practices of writing. It offers an expanded image of the ways teachers construct writing curricula that includes word processing, and reveals an interactive, long-term relationship between the writing contexts teachers and children construct and the capacities and requirements of writing tools. The volume also builds an analytic framework for thinking and talking about teachers, students and technology, which captures the dynamic interrelationships over time of classroom cultures, teachers' interpretations and decisions, and uses of word processing. The authors argue that over time both teachers and children learned ways to write differently with word processing. That is, working with word processing shaped the ways teachers thought about teaching and learning writing, and also shaped the ways beginning writers understood and practiced the activity. This volume makes clear that word processing itself does not make children write better, prompt them to revise more, or teach them new writing strategies. But, when teachers and students work together with word processing, they often construct social contexts within which children have opportunities to learn new writing strategies, new ways to think about strategies they already have, and ways to execute those strategies efficiently. This volume explores in detail the ways that working with word processing interacts with the social processes of classrooms to shape participants' theories and practices of writing. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.…

Paperback. Condición: new. Paperback. This volume explores in detail the ways that working with word processing interacts with the social processes of classrooms to shape participants' theories and practices of writing. It offers an expanded image of the ways teachers construct writing curricula that includes word processing, and reveals an interactive, long-term relationship between the writing contexts teachers and children construct and the capacities and requirements of writing tools. The volume also builds an analytic framework for thinking and talking about teachers, students and technology, which captures the dynamic interrelationships over time of classroom cultures, teachers' interpretations and decisions, and uses of word processing. The authors argue that over time both teachers and children learned ways to write differently with word processing. That is, working with word processing shaped the ways teachers thought about teaching and learning writing, and also shaped the ways beginning writers understood and practiced the activity. This volume makes clear that word processing itself does not make children write better, prompt them to revise more, or teach them new writing strategies. But, when teachers and students work together with word processing, they often construct social contexts within which children have opportunities to learn new writing strategies, new ways to think about strategies they already have, and ways to execute those strategies efficiently. This volume explores in detail the ways that working with word processing interacts with the social processes of classrooms to shape participants' theories and practices of writing. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.…

Condición: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. This volume explores in detail the ways that working with word processing interacts with the social processes of classrooms to shape participants theories and practices of writing.&Uumlber den AutorMarilyn Cochran-Smith, Cynthia L.…

Taschenbuch. Condición: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - This volume explores in detail the ways that working with word processing interacts with the social processes of classrooms to shape participants' theories and practices of writing. It offers an expanded image of the ways teachers construct writing curricula that includes word processing, and reveals an interactive, long-term relationship between the writing contexts teachers and children construct and the capacities and requirements of writing tools. The volume also builds an analytic framework for thinking and talking about teachers, students and technology, which captures the dynamic interrelationships over time of classroom cultures, teachers' interpretations and decisions, and uses of word processing. The authors argue that over time both teachers and children learned ways to write differently with word processing. That is, working with word processing shaped the ways teachers thought about teaching and learning writing, and also shaped the ways beginning writers understood and practiced the activity. This volume makes clear that word processing itself does not make children write better, prompt them to revise more, or teach them new writing strategies. But, when teachers and students work together with word processing, they often construct social contexts within which children have opportunities to learn new writing strategies, new ways to think about strategies they already have, and ways to execute those strategies efficiently.…