Biott Colin (25 results)

Paperback. Condition: Very Good. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Condition: Good. Former library copy. Pages intact with minimal writing/highlighting. The binding may be loose and creased. Dust jackets/supplements are not included. Includes library markings. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.

Condition: Good. Your purchase helps support Sri Lankan Children's Charity 'The Rainbow Centre'. Ex-library, so some stamps and wear, but in good overall condition. Our donations to The Rainbow Centre have helped provide an education and a safe haven to hundreds of children who live in appalling conditions.…

Condition: Very Good. Dust Jacket Condition: 17940701. 1786789054. 8/15/2026 10:17:34 AM.

Soft cover. Condition: Very Good. No Jacket. Craster C D T, Craster, 2005. Pictorial soft cover. Book condition : Very good. a clean unmarked copy. Superb photographs, illustrations. Book will be sent by UK postal service. Inventory #019747. Mick Oxley (illustrator).

Soft cover. Condition: Very Good. No Jacket. Craster Community Development Trust, Craster, 2005. Pictorial soft cover. Book Condition : Very good. Clean unmarked text.Appears little read. Superb Drawings and photographs. Book will be sent by UK postal service . Inventory #017423. Mick Oxley (illustrator).…

Paperback. Condition: Very Good. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Large Format Paperback. Condition: Very Good. 159pp, bw illus. Drawings by Mick Oxley.

HRD. Condition: New. New Book. Shipped from UK. Established seller since 2000.

HRD. Condition: New. New Book. Shipped from UK. Established seller since 2000.

Condition: New.

Condition: New.

HRD. Condition: New. New Book. Shipped from UK. Established seller since 2000.

HRD. Condition: New. New Book. Shipped from UK. Established seller since 2000.

Condition: New. 2026. 1st Edition. hardcover. . . . . .

Buch. Condition: Neu. Neuware - Originally published in 1991, the material in this book was carefully organized to enhance the understanding of the role and work of the increasing number of advisory or support teachers in the United Kingdom at the time. Drawing on first-hand experience, it includes personal accounts from two semi-detached teachers who have taken the risk of doing their jobs in other people's schools and classrooms. The book goes on to look at the implicit models of professional development which shape the practices of advisory teachers, advocating approaches which emphasize collaboration and enquiry. Issues in the management of support and advisory services are also addressed, with detailed accounts of how pilot projects, enquiries, INSET and the use of external consultants have helped schools to develop and clarify the roles, principles and procedures of support. In the final chapter, the focus shifts to the different school contexts in which the advisory teachers work. Using case-study material, it addresses the question of whether it is essential to have the right preconditions in schools before support can be effective for the whole school, or whether advisory teaching projects can contribute towards the building of those conditions. Written in a lively and accessible style, this book will be of interest to both experienced and new advisory teachers alike. Today it can be read in its historical context.…

Condition: New. Originally published in 1991, the material in this book was carefully organized to enhance the understanding of the role and work of the increasing number of advisory or support teachers in the United Kingdom at the time. Drawing on first-hand experience.

Condition: New. Colin BiottPatrick Easen was, at the time of original publication, Director of Continuing Professional Development (Primary) at the University of Newcastle.Originally published in 1994, Collaborative Learning in Staffro.

Condition: New. 2026. 1st Edition. hardcover. . . . . . Books ship from the US and Ireland.

Hardcover. Condition: new. Hardcover. Originally published in 1991, the material in this book was carefully organized to enhance the understanding of the role and work of the increasing number of advisory or support teachers in the United Kingdom at the time. Drawing on first-hand experience, it includes personal accounts from two semi-detached teachers who have taken the risk of doing their jobs in other peoples schools and classrooms. The book goes on to look at the implicit models of professional development which shape the practices of advisory teachers, advocating approaches which emphasize collaboration and enquiry. Issues in the management of support and advisory services are also addressed, with detailed accounts of how pilot projects, enquiries, INSET and the use of external consultants have helped schools to develop and clarify the roles, principles and procedures of support. In the final chapter, the focus shifts to the different school contexts in which the advisory teachers work. Using case-study material, it addresses the question of whether it is essential to have the right preconditions in schools before support can be effective for the whole school, or whether advisory teaching projects can contribute towards the building of those conditions. Written in a lively and accessible style, this book will be of interest to both experienced and new advisory teachers alike. Today it can be read in its historical context. First published in 1991, the material in this book was carefully organized to enhance the understanding of the role and work of the increasing number of advisory or support teachers in the UK at the time. It includes personal accounts from two semi-detached teachers who have taken the risk of doing their jobs in other schools. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.…

Hardcover. Condition: new. Hardcover. Originally published in 1994, Collaborative Learning in Staffrooms and Classrooms seeks to widen definitions of collaborative learning beyond formal groupwork in classrooms and organised teamwork in staffrooms. This is done through examining a rich variety of actual experiences of working together. Evidence from classrooms and staffrooms is used to reconceptualise collaborative learning, in order to reduce the inertia, indifference and doubt which limit its use; and to overcome the tendency for it to be used as a means of control rather than as a support for learning. Originally published in 1994, Collaborative Learning in Staffrooms and Classrooms seeks to widen definitions of collaborative learning beyond formal groupwork in classrooms and organised teamwork in staffrooms. This is done through examining a rich variety of actual experiences of working together. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.…

Hardcover. Condition: new. Hardcover. Originally published in 1994, Collaborative Learning in Staffrooms and Classrooms seeks to widen definitions of collaborative learning beyond formal groupwork in classrooms and organised teamwork in staffrooms. This is done through examining a rich variety of actual experiences of working together. Evidence from classrooms and staffrooms is used to reconceptualise collaborative learning, in order to reduce the inertia, indifference and doubt which limit its use; and to overcome the tendency for it to be used as a means of control rather than as a support for learning. Originally published in 1994, Collaborative Learning in Staffrooms and Classrooms seeks to widen definitions of collaborative learning beyond formal groupwork in classrooms and organised teamwork in staffrooms. This is done through examining a rich variety of actual experiences of working together. This item is printed on demand. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.…

Hardcover. Condition: new. Hardcover. Originally published in 1991, the material in this book was carefully organized to enhance the understanding of the role and work of the increasing number of advisory or support teachers in the United Kingdom at the time. Drawing on first-hand experience, it includes personal accounts from two semi-detached teachers who have taken the risk of doing their jobs in other peoples schools and classrooms. The book goes on to look at the implicit models of professional development which shape the practices of advisory teachers, advocating approaches which emphasize collaboration and enquiry. Issues in the management of support and advisory services are also addressed, with detailed accounts of how pilot projects, enquiries, INSET and the use of external consultants have helped schools to develop and clarify the roles, principles and procedures of support. In the final chapter, the focus shifts to the different school contexts in which the advisory teachers work. Using case-study material, it addresses the question of whether it is essential to have the right preconditions in schools before support can be effective for the whole school, or whether advisory teaching projects can contribute towards the building of those conditions. Written in a lively and accessible style, this book will be of interest to both experienced and new advisory teachers alike. Today it can be read in its historical context. First published in 1991, the material in this book was carefully organized to enhance the understanding of the role and work of the increasing number of advisory or support teachers in the UK at the time. It includes personal accounts from two semi-detached teachers who have taken the risk of doing their jobs in other schools. This item is printed on demand. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.…

Hardcover. Condition: new. Hardcover. Originally published in 1991, the material in this book was carefully organized to enhance the understanding of the role and work of the increasing number of advisory or support teachers in the United Kingdom at the time. Drawing on first-hand experience, it includes personal accounts from two semi-detached teachers who have taken the risk of doing their jobs in other peoples schools and classrooms. The book goes on to look at the implicit models of professional development which shape the practices of advisory teachers, advocating approaches which emphasize collaboration and enquiry. Issues in the management of support and advisory services are also addressed, with detailed accounts of how pilot projects, enquiries, INSET and the use of external consultants have helped schools to develop and clarify the roles, principles and procedures of support. In the final chapter, the focus shifts to the different school contexts in which the advisory teachers work. Using case-study material, it addresses the question of whether it is essential to have the right preconditions in schools before support can be effective for the whole school, or whether advisory teaching projects can contribute towards the building of those conditions. Written in a lively and accessible style, this book will be of interest to both experienced and new advisory teachers alike. Today it can be read in its historical context. First published in 1991, the material in this book was carefully organized to enhance the understanding of the role and work of the increasing number of advisory or support teachers in the UK at the time. It includes personal accounts from two semi-detached teachers who have taken the risk of doing their jobs in other schools. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.…

Hardcover. Condition: new. Hardcover. Originally published in 1994, Collaborative Learning in Staffrooms and Classrooms seeks to widen definitions of collaborative learning beyond formal groupwork in classrooms and organised teamwork in staffrooms. This is done through examining a rich variety of actual experiences of working together. Evidence from classrooms and staffrooms is used to reconceptualise collaborative learning, in order to reduce the inertia, indifference and doubt which limit its use; and to overcome the tendency for it to be used as a means of control rather than as a support for learning. Originally published in 1994, Collaborative Learning in Staffrooms and Classrooms seeks to widen definitions of collaborative learning beyond formal groupwork in classrooms and organised teamwork in staffrooms. This is done through examining a rich variety of actual experiences of working together. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.…