Julkowski (38 results)

Condition: Good. Item in good condition and has highlighting/writing on text. Used texts may not contain supplemental items such as CDs, info-trac etc.

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

Paperback. Condition: Very Good. First Edition. 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.

Paperback. Condition: As New. No Jacket. Pages are clean and are not marred by notes or folds of any kind. ~ ThriftBooks: Read More, Spend Less.

Paperback. Condition: Good. No Jacket. Pages can have notes/highlighting. Spine may show signs of wear. ~ ThriftBooks: Read More, Spend Less.

Condition: Very Good. Pages intact with possible writing/highlighting. Binding strong with minor wear. Dust jackets/supplements may not be included. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.

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.

Soft Cover. Condition: Fine-. Paperback, Large octavo, 272pp.

Condition: very_good.

Paperback. Condition: Brand New. 1st edition. 38 pages. 8.20x5.40x0.20 inches. In Stock.

First Edition. Fine copy in the near fine original colour printed boards. Particularly and uncommonly well-preserved; tight, bright, clean and especially sharp-cornered. ; 171 pages; Description: x, 171 p. : ill. ; 25 cm. Includes indexes. Bibliography: p. [145]-164. Subjects: Children with disabilities--Education. Cognition in children. Series: Disorders of human learning, behavior, and communication. 1 Kg.…

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.

First Edition. Fine copy in the near fine original colour printed boards. Particularly and uncommonly well-preserved; tight, bright, clean and especially sharp-cornered. ; 171 pages; Description: x, 171 p. : ill. ; 25 cm. Includes indexes. Bibliography: p. [145]-164. Subjects: Children with disabilities--Education. Cognition in children. Series: Disorders of human learning, behavior, and communication. 1 Kg.…

Condition: Good. Light scratches/marks to cover & some creases at corners. Creases to outside edge of back cover. Marks/foxing to textblock edges. Creases to page edges/corners throughout. Text very good.

Condition: Very Good. New/unused condition with small scuffs and scratches to the cover. The content is in new condition.

Paperback. Condition: Brand New. 1st edition. 124 pages. 8.10x5.20x0.40 inches. In Stock.

Condition: New. This is a Brand-new US Edition. This Item may be shipped from US or any other country as we have multiple locations worldwide.

Condition: Brand New. New. US edition. Expediting shipping for all USA and Europe orders excluding PO Box. Excellent Customer Service.

Condition: Used.

Condition: Used.

Condition: Used.

Condition: New. Satisfaction Guaranteed or your money back.

Condition: New. This is a Brand-new US Edition. This Item may be shipped from US or any other country as we have multiple locations worldwide.

Condition: Brand New. New. US edition. Expediting shipping for all USA and Europe orders excluding PO Box. Excellent Customer Service.

Condition: New. In.

Paperback. Condition: New.

Condition: New. pp. 184.

Paperback. Condition: Brand New. reprint edition. 181 pages. 9.20x6.10x0.40 inches. In Stock.

Taschenbuch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - The thinking that began this book arose out of some dissatisfaction with the rela tively simplified, unidimensional model of development, which seems to have come to dominate the fields that address the needs of atypically developing chil dren. It seemed impossible to us that developmental differences could explain the range of learning and coping styles we have seen and read about in children iden tified as mentally retarded, slow learning, learning disabled, nonhandicapped, and gifted. If a typical model of development did not account for what children with handicaps to learning could do, when they would do it, and how they would accomplish it, such a model was not likely to imply anything important about how to intervene with and help them. Unfortunately, when we first began to examine this problem, turning away from a developmental model for interpreting atypical behavior meant turning toward a behaviorist one. This was not very satisfying either. Again the assumptions were bothersome. We were expected to accept that all children, this time at all ages as well as with all kinds of diagnoses, learned in essentially the same way with perhaps some variation in rate, reac tivity, reinforcement preferences, and, according to more liberal applications, expectancy. In our search for a more satisfying view of the atypical learner, we were lucky to be lost at the moment when cognitive psychology and systems theory were being found.…

Condition: New.