Stainton l (56 resultados)

Condición: Fair. This is an ex-library book and may have the usual library/used-book markings inside.This book has soft covers. In fair condition, suitable as a study copy. Please note the Image in this listing is a stock photo and may not match the covers of the actual item,800grams, ISBN:9780714116228. …

Condición: Fair. This is an ex-library book and may have the usual library/used-book markings inside.This book has soft covers. In fair condition, suitable as a study copy. Please note the Image in this listing is a stock photo and may not match the covers of the actual item,300grams, ISBN:071680591X. …

Soft cover. Condición: Very Good. 44 pages. Illustrated. Charles Rigby "The Free Trade Hall" / Stainton de B Taylor "Charles Kennedy Scott" / Hubert Foss "Cecil Gray, 1895-1951" obituary / Richard Capell "Stravinsky's Opera -The Rake's Progress" / Adolf Aber "Fritz Busch, 1890-1951" obituary / W R Anderson "Round about Radio" / Robert L Jacobs "The Conservatism of the Public" / J Eric Hunt "The Organ In Attingham Park, Shropshire" / The Three Choirs Festival, Worcester / The Birmingham Festival / The Swansea Festival / The Salzburg Festival / The Bremen Bach Festival (M13).…

Condición: Good. First Edition. G: in good condition with rubbed and chipped dust jacket. Pages browned, 250mm x 190mm (10" x 7"). 141pp. Illustrated hardback board cover with red cloth spine.

Soft Cover. Condición: Very good. Estado de la sobrecubierta: No Jacket issued. Colour and black and white illus.; 200 items; 255pp. orig. pictorial wrappers, a little wear.

Hardcover. Condición: Very good. Estado de la sobrecubierta: Dust Jacket Included. 100 colour plates, index; 80pp text; small stain at top of free endpaper. oblong folio orig. cloth, An exhibition organised by the North Carolina Museum of Art.

Condición: UsatoBuono. Ril. in tela con sovr., cm 22x28, pp 75 di t., 100 tavv a colori f.t. - ISBN: 0714116491.

Undated Edition: Hardback, colour pictorial bds., yellow titles, 210 x 280 mm., 700 g., 125 pp., illustrated, colour frontis and throughout with bw. line drawings in the text, pictorial eps., includes Billy Bunter story by Frank Richards, original pictorial dw., rubbed at top and lower edge and small loss to top and tail of dw., VG/VG copy.…

Condición: As New. Unread book in perfect condition.

Condición: Good. This is an ex-library book and may have the usual library/used-book markings inside.This book has hardback covers. In good all round condition. Dust jacket in good condition. Please note the Image in this listing is a stock photo and may not match the covers of the actual item,1200grams, ISBN.…

Condición: New.

Condición: New.

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

Condición: New.

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

Condición: New.

Condición: As New. Unread book in perfect condition.

Paperback / softback. Condición: New. New copy - Usually dispatched within 4 working days.

Condición: New.

Paperback. Condición: New.

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.

Condición: Good. This is an ex-library book and may have the usual library/used-book markings inside.This is a pamphlet. In good all round condition. Please note the Image in this listing is a stock photo and may not match the covers of the actual item,250grams, ISBN.

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

Condición: New.

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.

Kartoniert / Broschiert. Condición: New. * A selection of debates discussing central issues in cognitive science. * The debates are written by renowned experts in the field. * The debates cover the middle ground as well as the extremes * Addresses topics such as the amount of innate knowledge, .

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.