9783030595494 - researching practitioner inquiry as professional development: voices from the field of science teaching de pringle, rose m. (8 resultados)
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Librería: Basi6 International, Irving, TX, Estados Unidos de AmericaBasi6 International
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EUR 98,48
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Librería: Ria Christie Collections, Uxbridge, Reino UnidoRia Christie Collections
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Librería: Revaluation Books, Exeter, Reino UnidoRevaluation Books
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Hardcover. Condición: Brand New. 190 pages. 9.25x6.10x9.21 inches. In Stock.
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Librería: Brook Bookstore On Demand, Napoli, NA, ItaliaBrook Bookstore On Demand
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Condición: new. Questo è un articolo print on demand.
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Librería: BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, AlemaniaBuchWeltWeit Ludwig Meier e.K.
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EUR 106,99
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Buch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This book presents the authentic voices of science teachers engaged in practitioner inquiry as one component of a comprehensive professional development program. Practitioner inquiry as a genre of educational research, allows teachers to i…ntentionally study their practices thus generating practical solutions to problems in their teaching and students' learning. The teachers' voices allowed us to enter their science classrooms to observe their posture and practices as reflective practitioners. They encountered issues such as culturally responsive teaching and low literacy proficiency and metacognitive skills among their struggling science learners. Their firsthand accounts provide new insights about practitioner inquiry as a tool to support teachers continuous learning, regardless of the disciplinary content areas. The book therefore provides a blueprint that can inform inservice teacher educators and support school and district administrators as they seek to nurture teachers' professional growth. 192 pp. Englisch.
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Librería: moluna, Greven, Alemaniamoluna
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EUR 92,27
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Condición: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Adds another dimension to research-based Professional Development programs for science teachersIncludes authentic experiences as a result of teachers conducting practitioner inquiryDescribes a research-based, job-embe…dd.
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Librería: buchversandmimpf2000, Emtmannsberg, BAYE, Alemaniabuchversandmimpf2000
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EUR 106,99
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Buch. Condición: Neu. This item is printed on demand - Print on Demand Titel. Neuware -This book presents the authentic voices of science teachers engaged in practitioner inquiry as one component of a comprehensive professional development program. Practitioner inquiry as a genre of educational research, allows teachers to inten…tionally study their practices thus generating practical solutions to problems in their teaching and students¿ learning. The teachers¿ voices allowed us to enter their science classrooms to observe their posture and practices as reflective practitioners. They encountered issues such as culturally responsive teaching and low literacy proficiency and metacognitive skills among their struggling science learners. Their firsthand accounts provide new insights about practitioner inquiry as a tool to support teachers continuous learning, regardless of the disciplinary content areas. The book therefore provides a blueprint that can inform inservice teacher educators and support school and district administrators as they seek to nurture teachers¿ professional growth.Springer-Verlag KG, Sachsenplatz 4-6, 1201 Wien 192 pp. Englisch.
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Librería: AHA-BUCH GmbH, Einbeck, AlemaniaAHA-BUCH GmbH
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EUR 111,53
Envío por EUR 62,30Se envía de Alemania a Estados Unidos de AmericaCantidad disponible: 1 disponibles
Buch. Condición: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - This book presents the authentic voices of science teachers engaged in practitioner inquiry as one component of a comprehensive professional development program. Practitioner inquiry as a genre of educational research, allows teachers to intent…ionally study their practices thus generating practical solutions to problems in their teaching and students' learning. The teachers' voices allowed us to enter their science classrooms to observe their posture and practices as reflective practitioners. They encountered issues such as culturally responsive teaching and low literacy proficiency and metacognitive skills among their struggling science learners. Their firsthand accounts provide new insights about practitioner inquiry as a tool to support teachers continuous learning, regardless of the disciplinary content areas. The book therefore provides a blueprint that can inform inservice teacher educators and support school and district administrators as they seek to nurture teachers' professional growth.
