surma tim (27 resultados)

Paperback. Condición: Very Good. 2025. It's a well-cared-for item that has seen limited use. The item may show minor signs of wear. All the text is legible, with all pages included. It may have slight markings and/or highlighting.

Condición: good. The item shows wear from consistent use, but it remains in good condition and works perfectly. All pages and cover are intact including the dust cover, if applicable . Spine may show signs of wear. Pages may include limited notes and highlighting. May NOT include discs, access code or other supplemental materials.

paperback. Condición: Very Good.

Condición: New.

Paperback or Softback. Condición: New. Developing Curriculum for Deep Thinking: The Knowledge Revival. Book.

Condición: New.

Condición: As New. Unread book in perfect condition.

Paperback. Condición: new. Paperback. This open access book discusses why the seemingly straightforward strategy of teaching children how to think deeply does not work and offers an alternative way forward for the curriculum to achieve these objectives. Over the years, the role of knowledge in the curriculum has, like a pendulum, shifted between two extremes, from highly visible to virtually invisible knowledge elements. Insights from cognitive and educational psychology, sociology, and curriculum studies are used to underpin the current knowledge revival that is widely being observed in education. A knowledge-rich curriculum is proposed by the authors as not only the soundest way forward to both effectively acquire knowledge and complex cognitive skills in school, but also as a crucial lever to achieve equitable opportunities for all students. In understanding how a knowledge-rich curriculum can enhance learning, three overarching principles are discussed: (1) content-richness, (2) coherence, and (3) clarity. These principles are illustrated through practical examples from schools and educators who have effectively integrated knowledge-rich curricula. This open access book discusses why the seemingly straightforward strategy of teaching children how to think deeply does not work and offers an alternative way forward for the curriculum to achieve these objectives. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Condición: New. 2025 ed.

Condición: New. In.

Condición: New.

Condición: New.

Condición: As New. Unread book in perfect condition.

Paperback. Condición: Brand New. 130 pages. 9.25x6.10x9.21 inches. In Stock.

Paperback. Condición: Brand New. 01 edition. 170 pages. 9.37x6.38x0.47 inches. In Stock.

Paperback. Condición: new. Paperback. This open access book discusses why the seemingly straightforward strategy of teaching children how to think deeply does not work and offers an alternative way forward for the curriculum to achieve these objectives. Over the years, the role of knowledge in the curriculum has, like a pendulum, shifted between two extremes, from highly visible to virtually invisible knowledge elements. Insights from cognitive and educational psychology, sociology, and curriculum studies are used to underpin the current knowledge revival that is widely being observed in education. A knowledge-rich curriculum is proposed by the authors as not only the soundest way forward to both effectively acquire knowledge and complex cognitive skills in school, but also as a crucial lever to achieve equitable opportunities for all students. In understanding how a knowledge-rich curriculum can enhance learning, three overarching principles are discussed: (1) content-richness, (2) coherence, and (3) clarity. These principles are illustrated through practical examples from schools and educators who have effectively integrated knowledge-rich curricula. This open access book discusses why the seemingly straightforward strategy of teaching children how to think deeply does not work and offers an alternative way forward for the curriculum to achieve these objectives. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.

Taschenbuch. Condición: Neu. Neuware -This open access book discusses why the seemingly straightforward strategy of teaching children how to think deeply does not work and offers an alternative way forward for the curriculum to achieve these objectives. Over the years, the role of knowledge in the curriculum has, like a pendulum, shifted between two extremes, from highly visible to virtually invisible knowledge elements. Insights from cognitive and educational psychology, sociology, and curriculum studies are used to underpin the current knowledge revival that is widely being observed in education. A knowledge-rich curriculum is proposed by the authors as not only the soundest way forward to both effectively acquire knowledge and complex cognitive skills in school, but also as a crucial lever to achieve equitable opportunities for all students. In understanding how a knowledge-rich curriculum can enhance learning, three overarching principles are discussed: (1) content-richness, (2) coherence, and (3) clarity. These principles are illustrated through practical examples from schools and educators who have effectively integrated knowledge-rich curricula.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 108 pp. Englisch.

Taschenbuch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering - This open access book discusses why the seemingly straightforward strategy of teaching children how to think deeply does not work and offers an alternative way forward for the curriculum to achieve these objectives. Over the years, the role of knowledge in the curriculum has, like a pendulum, shifted between two extremes, from highly visible to virtually invisible knowledge elements. Insights from cognitive and educational psychology, sociology, and curriculum studies are used to underpin the current knowledge revival that is widely being observed in education. A knowledge-rich curriculum is proposed by the authors as not only the soundest way forward to both effectively acquire knowledge and complex cognitive skills in school, but also as a crucial lever to achieve equitable opportunities for all students. In understanding how a knowledge-rich curriculum can enhance learning, three overarching principles are discussed: (1)content-richness, (2)coherence, and (3)clarity. These principles are illustrated through practical examples from schools and educators who have effectively integrated knowledge-rich curricula.

Paperback. Condición: New. 2025 ed.

Condición: Hervorragend. Zustand: Hervorragend | Seiten: 64 | Sprache: Niederländisch | Produktart: Bücher | Keine Beschreibung verfügbar.

Condición: Sehr gut. Zustand: Sehr gut | Seiten: 84 | Sprache: Niederländisch | Produktart: Bücher | Keine Beschreibung verfügbar.

Condición: Sehr gut. Zustand: Sehr gut | Sprache: Niederländisch | Produktart: Bücher | Keine Beschreibung verfügbar.

Taschenbuch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This open access book discusses why the seemingly straightforward strategy of teaching children how to think deeply does not work and offers an alternative way forward for the curriculum to achieve these objectives. Over the years, the role of knowledge in the curriculum has, like a pendulum, shifted between two extremes, from highly visible to virtually invisible knowledge elements. Insights from cognitive and educational psychology, sociology, and curriculum studies are used to underpin the current knowledge revival that is widely being observed in education. A knowledge-rich curriculum is proposed by the authors as not only the soundest way forward to both effectively acquire knowledge and complex cognitive skills in school, but also as a crucial lever to achieve equitable opportunities for all students. In understanding how a knowledge-rich curriculum can enhance learning, three overarching principles are discussed: (1)content-richness, (2)coherence, and (3)clarity. These principles are illustrated through practical examples from schools and educators who have effectively integrated knowledge-rich curricula. 91 pp. Englisch.

Condición: New. Print on Demand.

Condición: New. PRINT ON DEMAND.

Paperback. Condición: new. Paperback. This open access book discusses why the seemingly straightforward strategy of teaching children how to think deeply does not work and offers an alternative way forward for the curriculum to achieve these objectives. Over the years, the role of knowledge in the curriculum has, like a pendulum, shifted between two extremes, from highly visible to virtually invisible knowledge elements. Insights from cognitive and educational psychology, sociology, and curriculum studies are used to underpin the current knowledge revival that is widely being observed in education. A knowledge-rich curriculum is proposed by the authors as not only the soundest way forward to both effectively acquire knowledge and complex cognitive skills in school, but also as a crucial lever to achieve equitable opportunities for all students. In understanding how a knowledge-rich curriculum can enhance learning, three overarching principles are discussed: (1) content-richness, (2) coherence, and (3) clarity. These principles are illustrated through practical examples from schools and educators who have effectively integrated knowledge-rich curricula. This open access book discusses why the seemingly straightforward strategy of teaching children how to think deeply does not work and offers an alternative way forward for the curriculum to achieve these objectives. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.

Taschenbuch. Condición: Neu. Developing Curriculum for Deep Thinking | The Knowledge Revival | Tim Surma (u. a.) | Taschenbuch | xiv | Englisch | 2025 | Springer | EAN 9783031746604 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu Print on Demand.