Christine Crocco (22 results)

Condition: Good. Item in very good condition! Textbooks may not include supplemental items i.e. CDs, access codes etc.

Paperback. Condition: Very Good. No Jacket. Former library book; May have limited writing in cover pages. Pages are unmarked. ~ ThriftBooks: Read More, Spend Less.

Condition: As New. Unread book in perfect condition.

Condition: AS NEW. Etat de NEUF / AS NEW condition 0820462470 9780820462479 1051F 1.

Condition: New.

Taschenbuch. Condition: Sehr gut. Auflage: 1. 258 Seiten Fresh and clean copy in good condition. Frisches und sauberes Exemplar in gutem Zustand. Contents: Introduction - CHAPTER 1 - Chara Haeussler Bohan - Early Vanguards of Progressive Education: The Committee of Ten, The Committee of Seven, and Social Education - CHAPTER 2 - Andra Makler - Problems of Democracy and the Social Studies Curriculum during the Long Armistice - CHAPTER 3 - Steven Jay Gross - Civic Hands Upon the Land: Diverse Patterns of Social Education in the Civilian Conservation Corps and Its Analogues 1933-1942 - CHAPTER 4 - Toon K. Pak - Teaching for Intercultural Understanding in the Social Studies: A Teachers Perspective in the 1940s - I SOCIAL EDUCATION IN THE TWENTIETH CENTURY - CHAPTER 5 - Benjamin M. Jacobs - Jewish Education for Intelligent Citizenship in the American Jewish Community, 1910-1940 - CHAPTER 6 - Christine Woyshner - From Assimilation to Cultural Pluralism: The PTA and Civic Education, 1900-1950 - CHAPTER 7 - Andrew Mullen - Some Sort of Revolution: Reforming the Social Studies Curriculum, 1957-1972 - CHAPTER 8 - Tyrone C. Howard - Social Studies during the Civil Rights Movement, 1955-1975 - CHAPTER 9 - Margaret Smith Crocco - Women and the Social Studies: The Long Rise and Rapid Fall of Feminist Activity in the National Council for the Social Studies - CHAPTER 10 - Avner Segall - Social Studies and the Discourses of Postmodernity - CHAPTER 11 - Jackie M. Blount - Same-Sex Desire, Gender, and Social Education in the Twentieth Century - CHAPTER 12 - Joseph Watras Historians and Social Studies Educators, 1893-1998 - CHAPTER 13 - Stephen J. Thornton - Citizenship Education and Social Studies Curriculum Change after 9/11 ISBN 9780820462479 Sprache: Englisch Gewicht in Gramm: 358.

Condition: New.

Paperback. Condition: Brand New. 110 pages. 8.80x5.90x0.50 inches. In Stock.

Condition: As New. Unread book in perfect condition.

Taschenbuch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - Since the birth of the republic, the aim of social education has been to prepare citizens for participation in democracy. In the twentieth century, theories about what constitutes good citizenship and who gets full citizenship in the civic polity changed dramatically. In this book, contributors with backgrounds in history of education, educational foundations, educational leadership, and social studies education consider how social education - inside and outside school - has responded to the needs of a society in which the nature and prerogatives of citizenship continue to be contentious issues.

Taschenbuch. Condition: Neu. Social Education in the Twentieth Century | Curriculum and Context for Citizenship | Christine Woyshner (u. a.) | Taschenbuch | Englisch | Peter Lang | EAN 9780820462479 | Verantwortliche Person für die EU: preigu GmbH & Co. KG, Lengericher Landstr. 19, 49078 Osnabrück, mail[at]preigu[dot]de | Anbieter: preigu.

Condition: New. In.

Hardcover. Condition: Brand New. 121 pages. 9.00x6.00x0.50 inches. In Stock.

Paperback. Condition: new. Paperback. Empowering the Voice of the Teacher Researcher through a Culture of Inquiry is essentially a description of one school's initiatives to use collaborative communities and action research to empower teacher research and a culture of collective inquiry. It is written by teachers primarily for teachers and teacher educators. Of course, none of the initiatives described in the text would be possible without the visionary leadership of school and district administrators. Because administrative support is foundational to the process, school and district administrators and staff developers will also be interested in reading about how this school's principal and assistant principal set the stage for developing their community of learners. There are many sound action research texts on the market. This text is apart by its first-person accounts of teachers' experiences with action research as examples of profound possibilities for professional growth. As such, this book, written by teachers for other teachers and then contextualized by the Editors so that the relevance is clear to a broader audience, fills an important niche in the literature. Empowering the Voice of the Teacher Researcher through a Culture of Inquiry is essentially a description of one school's initiatives to use collaborative communities and action research to empower teacher research and a culture of collective inquiry. It is written by teachers . This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Taschenbuch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Since the birth of the republic, the aim of social education has been to prepare citizens for participation in democracy. In the twentieth century, theories about what constitutes good citizenship and who gets full citizenship in the civic polity changed dramatically. In this book, contributors with backgrounds in history of education, educational foundations, educational leadership, and social studies education consider how social education - inside and outside school - has responded to the needs of a society in which the nature and prerogatives of citizenship continue to be contentious issues. 233 pp. Englisch.

Paperback. Condition: new. Paperback. Empowering the Voice of the Teacher Researcher through a Culture of Inquiry is essentially a description of one school's initiatives to use collaborative communities and action research to empower teacher research and a culture of collective inquiry. It is written by teachers primarily for teachers and teacher educators. Of course, none of the initiatives described in the text would be possible without the visionary leadership of school and district administrators. Because administrative support is foundational to the process, school and district administrators and staff developers will also be interested in reading about how this school's principal and assistant principal set the stage for developing their community of learners. There are many sound action research texts on the market. This text is apart by its first-person accounts of teachers' experiences with action research as examples of profound possibilities for professional growth. As such, this book, written by teachers for other teachers and then contextualized by the Editors so that the relevance is clear to a broader audience, fills an important niche in the literature. Empowering the Voice of the Teacher Researcher through a Culture of Inquiry is essentially a description of one school's initiatives to use collaborative communities and action research to empower teacher research and a culture of collective inquiry. It is written by teachers . This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.

HRD. Condition: New. New Book. Shipped from UK. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

HRD. Condition: New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

Hardcover. Condition: new. Hardcover. Empowering the Voice of the Teacher Researcher through a Culture of Inquiry is essentially a description of one school's initiatives to use collaborative communities and action research to empower teacher research and a culture of collective inquiry. It is written by teachers primarily for teachers and teacher educators. Of course, none of the initiatives described in the text would be possible without the visionary leadership of school and district administrators. Because administrative support is foundational to the process, school and district administrators and staff developers will also be interested in reading about how this school's principal and assistant principal set the stage for developing their community of learners. There are many sound action research texts on the market. This text is apart by its first-person accounts of teachers' experiences with action research as examples of profound possibilities for professional growth. As such, this book, written by teachers for other teachers and then contextualized by the Editors so that the relevance is clear to a broader audience, fills an important niche in the literature. Empowering the Voice of the Teacher Researcher through a Culture of Inquiry is essentially a description of one school's initiatives to use collaborative communities and action research to empower teacher research and a culture of collective inquiry. It is written by teachers . 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. Empowering the Voice of the Teacher Researcher through a Culture of Inquiry is essentially a description of one school's initiatives to use collaborative communities and action research to empower teacher research and a culture of collective inquiry. It is written by teachers primarily for teachers and teacher educators. Of course, none of the initiatives described in the text would be possible without the visionary leadership of school and district administrators. Because administrative support is foundational to the process, school and district administrators and staff developers will also be interested in reading about how this school's principal and assistant principal set the stage for developing their community of learners. There are many sound action research texts on the market. This text is apart by its first-person accounts of teachers' experiences with action research as examples of profound possibilities for professional growth. As such, this book, written by teachers for other teachers and then contextualized by the Editors so that the relevance is clear to a broader audience, fills an important niche in the literature. Empowering the Voice of the Teacher Researcher through a Culture of Inquiry is essentially a description of one school's initiatives to use collaborative communities and action research to empower teacher research and a culture of collective inquiry. It is written by teachers . This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.

Gebunden. Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. &Uumlber den AutorEdited by Roger Neilson Brindley and Christine M. Crocco - Foreword by Nancy Fichtman Dana - Contributions by Christopher S. Christoff Lisa A. Fisher Leslie Frick Matthew Gruhl Danielle Lawrence Cynthia Tehan Jan.

Buch. Condition: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - Empowering the Voice of the Teacher Researcher through a Culture of Inquiry is essentially a description of one school's initiatives to use collaborative communities and action research to empower teacher research and a culture of collective inquiry. It is written by teachers primarily for teachers and teacher educators. Because administrative support is foundational to the process, school and district administrators and staff developers will also be interested in reading about how this school's principal and assistant principal set the stage for developing their community of learners. This text is set apart by its first-person accounts of teachers' experiences with action research as examples of profound possibilities for professional growth.