Stainton catherine (46 resultados)

paperback. Condición: Very Good. Nice copy clean and gently used. Prompt shipping from Colorado. Benefits Mesa County Friends of the Library. Books cleaned and sanitized. ~"Buy with Confidence, Satisfaction Guaranteed. Hildreth Meiere Dunn (ilustrador).

Paperback. Condición: Very Good. First Edition. 1st Printing. Paperback. Book Condition: Very Good. Franciscan Inst Pubs, St. Bonaventure, NY 2009. First Edition. 1st Printing. 112 pages. Nice Firm Clean copy ! Size: 4to. Art::Painting by Artist 5996L. Hildreth Meiere Dunn (ilustrador).

Condición: As New. Unread book in perfect condition.

Condición: New.

Condición: New.

Paperback. Condición: New. In shrink wrap. Looks like an interesting title.

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Condición: New. 1st edition NO-PA16APR2015-KAP.

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Soft cover. Condición: New. 1st Edition. This is a new copy in the publishers shrink wrap. Hildreth Meiere Dunn (ilustrador).

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hardcover. Condición: Very Good. Connecting readers with great books since 1972! Used books may not include companion materials, and may have some shelf wear or limited writing. We ship orders daily and Customer Service is our top priority.

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Hardcover. Condición: Fine. Estado de la sobrecubierta: Fine. 1st Edition. 1st ed., 1st printing ; 256 pages : illustrations (some color) ; 29 cm ISBN 9780810942035, 0810942038 OCLC 40674993 ; textured green boards, in color photographic dustjacket ; Contents: Introduction -- Fountains -- Statues -- Urns -- Furniture -- Sundials and armillary spheres -- Gates, fencing, and finials -- Other garden ornament: obelisks, plant stands, wellheads, and more -- Postscript -- Illustrated catalogue -- Appendix I: Manufacturers of garden ornament -- Appendix II: Maintenance, identification, and security of garden ornament -- Appendix III: Selected historic gardens of America ; In chapters devoted to fountains, urns, statues, sundials seating, fencing, and many other beautiful objects, Barbara Israel presents a wealth of newly discovered information on American gardens and their ornament, including the historical background for developments in landscape architecture, which influenced the design of individual pieces, houses, and plantations. ; Barbara Frelinghuysen Israel founded Barbara Israel Garden Antiques in 1985. More than 25 years and hundreds of exquisite objects later, Barbara is recognized as an authority on the subject. Barbara's first book, Antique Garden Ornament: Two Centuries of American Taste (1999) is the definitive work in the field. Barbara has served as a consultant to the Metropolitan Museum of Art on their collection of nineteenth-century cast iron, and has sold pieces to the Winterthur Museum, the Smithsonian Institution and the Baltimore Museum of Art, as well as to many important private clients. As an active board member of Historic Hudson Valley, Barbara is helping to preserve landmark properties and their antique garden ornaments. She has appeared on television programs and webcasts including Good Morning America, Sunday Morning Today, Antiques Roadshow FYI and, most recently, on MSN's Collect This! Barbara has also been featured in The New York Times, Elle Décor, House & Garden, Garden Design and The Baltimore Sun. She continues to lecture extensively on all aspects of garden ornament.; Michael Hales is a British-born photographer and artist known for his atmospheric shots of interiors, gardens, and natural worlds, often published in magazines like Country Living, The English Garden, and Period Living. Studied at the London College of Printing, with a global upbringing in England, Pakistan, and Nigeria. His work has taken him to China seed collecting with Frank Cabot, founder of the Garden Conservancy. Working with Audrey Hepburn at Giverney, France, to the roof of the palace buildings in Delhi, photographing the home of Sidney Potier in Hollywood and the Rose Garden at the White House. He is a licensed Minister with Global Awakening Apostolic Network and lives in Bristol, England, with his wife, Christine Simoneau Hales, an artist and Icongrapher. ; FINE/FINE. Book. …

Condición: New.

Paperback. Condición: New. Research on history instruction and learning is emerging as an exciting new field of inquiry. The editors prepared this volume because the field is at an important moment in its development -- a stage where there is research of sufficient depth and breadth to warrant a collection of representative pieces. The field of research on history teaching and learning connects with both traditional research on social studies and with recent cognitive analyses of domains such as mathematics and physics. However, the newer research goes beyond these activities as well. Where traditional research approaches to social studies instruction and learning have focused on curriculum, they have avoided the study of purely disciplinary features, the textual components of history and the concomitant demands, as well as the nature of various learners. Where recent cognitive analyses of mathematics and physics have dealt with misconceptions and knowledge construction, they have avoided topics such as perspective-taking, interpretation, and rhetorical layerings. The new work, by contrast, has been concerned with these issues as well as the careful analyses of the nature of historical tasks and the nature of disciplinary and instructional explanations. The lines of research presented in these chapters are both compelling and diverse and include a range of topical questions such as: * What affects the quality of teaching? * How are historical documents interpreted in the writing of history? * How is history explained? * What are the classroom demands on an elementary school social studies teacher? * What does text accomplish or fail to accomplish in educational settings? * How do teachers think about particular topics for history teaching? Although much of the research reflects a grounding in, or the influence of, cognitive psychology, not all of it derives from that tradition. Traditions of rhetoric, curriculum analysis, and developmental psychology are also woven throughout the chapters. The editors envision this volume as a contribution to educational research in a subject matter, and as a tool for practitioners concerned with the improvement of instruction in history. They also anticipate that it will contribute to cognitive science.…

Condición: New. In English.

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Paperback. Condición: New. BRAND NEW. Still Sealed in Publishers Shrinkwrap. Hildreth Meiere Dunn (ilustrador).

Paperback. Condición: Brand New. 278 pages. 9.02x5.98x0.63 inches. In Stock.

Condición: New.

Paperback. Condición: New. Research on history instruction and learning is emerging as an exciting new field of inquiry. The editors prepared this volume because the field is at an important moment in its development -- a stage where there is research of sufficient depth and breadth to warrant a collection of representative pieces. The field of research on history teaching and learning connects with both traditional research on social studies and with recent cognitive analyses of domains such as mathematics and physics. However, the newer research goes beyond these activities as well. Where traditional research approaches to social studies instruction and learning have focused on curriculum, they have avoided the study of purely disciplinary features, the textual components of history and the concomitant demands, as well as the nature of various learners. Where recent cognitive analyses of mathematics and physics have dealt with misconceptions and knowledge construction, they have avoided topics such as perspective-taking, interpretation, and rhetorical layerings. The new work, by contrast, has been concerned with these issues as well as the careful analyses of the nature of historical tasks and the nature of disciplinary and instructional explanations. The lines of research presented in these chapters are both compelling and diverse and include a range of topical questions such as: * What affects the quality of teaching? * How are historical documents interpreted in the writing of history? * How is history explained? * What are the classroom demands on an elementary school social studies teacher? * What does text accomplish or fail to accomplish in educational settings? * How do teachers think about particular topics for history teaching? Although much of the research reflects a grounding in, or the influence of, cognitive psychology, not all of it derives from that tradition. Traditions of rhetoric, curriculum analysis, and developmental psychology are also woven throughout the chapters. The editors envision this volume as a contribution to educational research in a subject matter, and as a tool for practitioners concerned with the improvement of instruction in history. They also anticipate that it will contribute to cognitive science.…

Condición: As New. Unread book in perfect condition.

Condición: As New. Unread book in perfect condition.

Condición: New.

Condición: New. pp. 280.

Condición: New.