scanlon geraldine (24 resultados)

Condición: New.

Encuadernación de tapa blanda. Condición: Muy bien. En rústica solapada, traducción de Rafael Mazarrasa, 389 pgs. Este libro analiza la polémica acerca del papel de la mujer en la sociedad española desde la Revolución de 1868 hasta nuestros días. Aunque esta polémica siguió en España casi la misma pauta que en otros países, su despegue fue mucho más lento y produjo muchas menos reformas importantes.

Tapa blanda. Condición: Bien. - Movimientos feministas y posición social de la mujer en España desde 1868 hasta 1974.- Traducción de Rafael Mazarrasa.- Algo envejecido pero en buen estado general. Roce en la cubierta. >>> DESCUENTO ESPECIAL en caso de pasar a recoger en la librería (LLAMAR ANTES, libro en almacén). Size: 393 p.; 21 cm.

Condición: New.

PAP. Condición: New. New Book. Shipped from UK. Established seller since 2000.

PAP. Condición: New. New Book. Shipped from UK. Established seller since 2000.

Paperback. Condición: New. Moving from primary to post-primary school and moving from post-primary to further/higher education pose significant challenges to many young people. Both transitions force young people toward greater personal autonomy, self-awareness and ideally self-efficacy. For students with Special Educational Needs and/or Disabilities (SEND), these challenges are potentially greater, and continuity in, or access to new, support may be necessary to facilitate these transitions in a manner that gives all students equal opportunities for taking charge of their own lives, including their education. The existing empirical literature on the transitions of students with SEND at these levels is limited.?This book reviews the?conceptual, policy and?research evidence on young people's experiences of these transitions. The book also reports on new research conducted with young people with SEND and relevant stakeholders (including parents, educational professionals and voluntary agencies)?involved in?these transitions in Ireland. In so doing, the?book provides a framework of evidence-based practice that can enable schools and professionals to develop effective and inclusive transition policies and programmes.

Condición: As New. Unread book in perfect condition.

tapa blanda. Condición: Bien. Feminismo. Situación de la mujer (396(46)"18/19") La polémica feminista en la España contemporánea (1868-1974) Siglo Veintiuno de España. Madrid. 1976. 21 cm. VIII, 391 p. Encuadernación en tapa blanda de editorial. Colección 'Historia'. Traducción del inglés de Rafael Mazarrasa. Indices. Feminismo. España . ISBN: 8432302260 (=3605721=) LL164.

PF. Condición: New.

Condición: New.

Broschur. Condición: leichte Gebrauchsspuren. 1. Auflage / primera édicion. READY TO SEND! Good condition only the binding is minimally scuffed and the paper is darkened (see picture) - international shipping es 391 p. 8°.

Paperback. Condición: new. Paperback. Moving from primary to post-primary school and moving from post-primary to further/higher education pose significant challenges to many young people. Both transitions force young people toward greater personal autonomy, self-awareness and ideally self-efficacy. For students with Special Educational Needs and/or Disabilities (SEND), these challenges are potentially greater, and continuity in, or access to new, support may be necessary to facilitate these transitions in a manner that gives all students equal opportunities for taking charge of their own lives, including their education. The existing empirical literature on the transitions of students with SEND at these levels is limited. This book reviews the conceptual, policy and research evidence on young peoples experiences of these transitions. The book also reports on new research conducted with young people with SEND and relevant stakeholders (including parents, educational professionals and voluntary agencies) involved in these transitions in Ireland. In so doing, the book provides a framework of evidence-based practice that can enable schools and professionals to develop effective and inclusive transition policies and programmes. Moving from primary to post-primary school and then further/higher education can pose significant challenges. This book reviews the conceptual, policy and research evidence on young peoples experiences of these transitions. It provides a framework of evidence-based practice to develop effective and inclusive transition policies. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Encuadernación de tapa blanda. Condición: Bien. 412 pp.

Condición: As New. Unread book in perfect condition.

Condición: Aceptable. Por Geraldine M. Scanlon traduccià n Rafael Mazarrasa . Includes Index. Bibliography P. 369 -378.

Taschenbuch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering - Moving from primary to post-primary school and moving from post-primary to further/higher education pose significant challenges to many young people. Both transitions force young people toward greater personal autonomy, self-awareness and ideally self-efficacy. For students with Special Educational Needs and/or Disabilities (SEND), these challenges are potentially greater, and continuity in, or access to new, support may be necessary to facilitate these transitions in a manner that gives all students equal opportunities for taking charge of their own lives, including their education. The existing empirical literature on the transitions of students with SEND at these levels is limited. This book reviews the conceptual, policy and research evidence on young people's experiences of these transitions. The book also reports on new research conducted with young people with SEND and relevant stakeholders (including parents, educational professionals and voluntary agencies) involved in these transitions in Ireland. In so doing, the book provides a framework of evidence-based practice that can enable schools and professionals to develop effective and inclusive transition policies and programmes.

Paperback. Condición: New. Moving from primary to post-primary school and moving from post-primary to further/higher education pose significant challenges to many young people. Both transitions force young people toward greater personal autonomy, self-awareness and ideally self-efficacy. For students with Special Educational Needs and/or Disabilities (SEND), these challenges are potentially greater, and continuity in, or access to new, support may be necessary to facilitate these transitions in a manner that gives all students equal opportunities for taking charge of their own lives, including their education. The existing empirical literature on the transitions of students with SEND at these levels is limited.?This book reviews the?conceptual, policy and?research evidence on young people's experiences of these transitions. The book also reports on new research conducted with young people with SEND and relevant stakeholders (including parents, educational professionals and voluntary agencies)?involved in?these transitions in Ireland. In so doing, the?book provides a framework of evidence-based practice that can enable schools and professionals to develop effective and inclusive transition policies and programmes.

Taschenbuch. Condición: Neu. Transition for Pupils with Special Educational Needs | Implications for Inclusion Policy and Practice | Geraldine Scanlon (u. a.) | Taschenbuch | 224 S. | Englisch | 2019 | Peter Lang | EAN 9783034318730 | Verantwortliche Person für die EU: BoD - Books on Demand, In de Tarpen 42, 22848 Norderstedt, info[at]bod[dot]de | Anbieter: preigu.

Paperback. Condición: new. Paperback. Moving from primary to post-primary school and moving from post-primary to further/higher education pose significant challenges to many young people. Both transitions force young people toward greater personal autonomy, self-awareness and ideally self-efficacy. For students with Special Educational Needs and/or Disabilities (SEND), these challenges are potentially greater, and continuity in, or access to new, support may be necessary to facilitate these transitions in a manner that gives all students equal opportunities for taking charge of their own lives, including their education. The existing empirical literature on the transitions of students with SEND at these levels is limited. This book reviews the conceptual, policy and research evidence on young peoples experiences of these transitions. The book also reports on new research conducted with young people with SEND and relevant stakeholders (including parents, educational professionals and voluntary agencies) involved in these transitions in Ireland. In so doing, the book provides a framework of evidence-based practice that can enable schools and professionals to develop effective and inclusive transition policies and programmes. Moving from primary to post-primary school and then further/higher education can pose significant challenges. This book reviews the conceptual, policy and research evidence on young peoples experiences of these transitions. It provides a framework of evidence-based practice to develop effective and inclusive transition policies. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.

Condición: Usado- bueno.

Taschenbuch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Moving from primary to post-primary school and moving from post-primary to further/higher education pose significant challenges to many young people. Both transitions force young people toward greater personal autonomy, self-awareness and ideally self-efficacy. For students with Special Educational Needs and/or Disabilities (SEND), these challenges are potentially greater, and continuity in, or access to new, support may be necessary to facilitate these transitions in a manner that gives all students equal opportunities for taking charge of their own lives, including their education. The existing empirical literature on the transitions of students with SEND at these levels is limited. This book reviews the conceptual, policy and research evidence on young people's experiences of these transitions. The book also reports on new research conducted with young people with SEND and relevant stakeholders (including parents, educational professionals and voluntary agencies) involved in these transitions in Ireland. In so doing, the book provides a framework of evidence-based practice that can enable schools and professionals to develop effective and inclusive transition policies and programmes. 224 pp. Englisch.

Condición: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Moving from primary to post-primary school and then further/higher education can pose significant challenges. This book reviews the conceptual, policy and research evidence on young people s experiences of these transitions. It provides a framework of evide.

Taschenbuch. Condición: Neu. This item is printed on demand - Print on Demand Titel. Neuware -Moving from primary to post-primary school and moving from post-primary to further/higher education pose significant challenges to many young people. Both transitions force young people toward greater personal autonomy, self-awareness and ideally self-efficacy. For students with Special Educational Needs and/or Disabilities (SEND), these challenges are potentially greater, and continuity in, or access to new, support may be necessary to facilitate these transitions in a manner that gives all students equal opportunities for taking charge of their own lives, including their education. The existing empirical literature on the transitions of students with SEND at these levels is limited.¿This book reviews the¿conceptual, policy and¿research evidence on young people¿s experiences of these transitions. The book also reports on new research conducted with young people with SEND and relevant stakeholders (including parents, educational professionals and voluntary agencies)¿involved in¿these transitions in Ireland. In so doing, the¿book provides a framework of evidence-based practice that can enable schools and professionals to develop effective and inclusive transition policies and programmes.Lang, Peter GmbH, Gontardstraße 11, 10178 Berlin 224 pp. Englisch.