Kristen Schaffer (23 results)

Paperback. Condition: Brand New. 120 pages. 9.00x6.00x0.30 inches. In Stock.

Paperback. Condition: New. This book challenges the deficit narratives in science education that marginalize children from lower-income communities by failing to recognize their science know-how. Through personal narrative and critical practitioner inquiry, the author examines her own complicity and explores how educators can reframe what counts as science using a funds of science knowledge (FoSK) framework. Drawing on community-based research in an after-school science club, the book illustrates how children engage in meaningful, creative, and culturally grounded science practices. It offers tools for educators and researchers to reflect on their politics of recognition and support equity by affirming all children as capable science knowers.…

Hardcover. Condition: Very Good. Dust Jacket Condition: Very Good. First Edition. No markings. Oversize.

Paperback. Condition: new. Paperback. This book challenges the deficit narratives in science education that marginalize children from lower-income communities by failing to recognize their science know-how. Through personal narrative and critical practitioner inquiry, the author examines her own complicity and explores how educators can reframe what counts as science using a funds of science knowledge (FoSK) framework. Drawing on community-based research in an after-school science club, the book illustrates how children engage in meaningful, creative, and culturally grounded science practices. It offers tools for educators and researchers to reflect on their politics of recognition and support equity by affirming all children as capable science knowers. This book explores how educators and researchers can shift deficit views by recognizing all children as science practitioners. Using personal narrative, community-based research, and a funds of science knowledge framework, it shows how to affirm childrens diverse science practices and reimagine equity in science education. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.…

Hardcover. Condition: Very Good. Dust Jacket Condition: Very Good. 4to. Cloth, dj. Jacket spine, corners of panels, lightly sunned. Corners of boards bumped and creased, with attendant creasing to jacket. Faint rubbing and scuffing. Else fine. A very nice copy overall; internals are bright and clean. Daniel H. Burnham discovers the foundations of twentieth-century American architecture in the life and work of a man who dominated his era like few others: as an architect, city planner, businessman, philanthropist, and civic leader. Despite his importance to twentieth-century architecture, there are no monographs in print that cover such a full range of this extraordinary figure's work. Burnham helped create the Chicago school of architecture and built over 200 buildings in the city. With the famous Reliance Building, he heralded the glass skyscrapers of the twentieth century. His firm was one of the largest architectural firms in the world. D. H. Burnham and Company created such monumental buildings in Chicago as the famous Monadnock, Rand-McNally, and Rookery buildings, the Marshall Field Store, and the Art Institute of Chicago, as well as the Flatiron building in New York and Union Station in Washington, D.C., all of which are fully illustrated here and newly analyzed. Aside from his work as an architect, Burnham was one of the founders of the City Beautiful movement, which grew out of an urgent turn-of-the-century need for chaotically growing American cities to develop on a more rational, planned scale. The City Beautiful movement ideas included beautifully designed Beaux-Arts buildings, increased park areas, better living conditions, and improved transportation. Included here is material on the World's Colombian Exposition of 1893, often considered the start of the movement; the 1901 Plan for Washington, D.C., developed in conjunction with Frederick Law Olmsted and Charles McKim of McKim Mead & White; and the Chicago Plan of 1909, which was so successful that after its publication he received requests to design twenty other American cities. This deluxe book fully explores all aspects of his work, the legacy of which lives on in the form of outstanding buildings, city plans, and cultural institutions, all still very much in use today.…

dj. First Edition. First edition and first printing. Hardcover. 223 pages. A monograph on American architect Daniel H. Burnham who was responsible for the iconic Flatiron Building in New York and numerous other classic buildings in Chicago and many other cities. Edited by Scott J. Tilden. Features text by Kristen Schaffer. Includes photographs by Paul Rocheleau. A clean and tight near fine copy with some slight bumping to the top edge of the front board and in a near fine dust jacket with a tiny tear to the base of the spine.…

Condition: New. 2026. paperback. . . . . . Books ship from the US and Ireland.

Hardcover. Condition: Very Good +. Very Good +. Blue paper-covered boards with white-debossed particulars to spine. Pages are clean and unmarked. Text block has a few small scuff markings to lower edge, but is otherwise is clean and unmarked. Boards are clean and bright with light bumping and rubbing to corners and ends of spine. Binding is tight, spine slightly leans. Dust jacket is clean and bright with bump with light rubbing and creasing to headcap and light wear to lower corner of rear cover.…

Condition: New. 2026. paperback. . . . . .

Taschenbuch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book challenges the deficit narratives in science education that marginalize children from lower-income communities by failing to recognize their science know-how. Through personal narrative and critical practitioner inquiry, the author examines her own complicity and explores how educators can reframe what counts as science using a funds of science knowledge (FoSK) framework. Drawing on community-based research in an after-school science club, the book illustrates how children engage in meaningful, creative, and culturally grounded science practices. It offers tools for educators and researchers to reflect on their politics of recognition and support equity by affirming all children as capable science knowers.…

Taschenbuch. Condition: Neu. Children Do Science | Learning to Recognize Children's Science | Kristen Schaffer | Taschenbuch | Englisch | Peter Lang | EAN 9783034354011 | Verantwortliche Person für die EU: Zeitfracht Medien GmbH, Ferdinand-Jühlke-Str. 7, 99095 Erfurt, produktsicherheit[at]zeitfracht[dot]de | Anbieter: preigu. …

Paperback. Condition: New. This book challenges the deficit narratives in science education that marginalize children from lower-income communities by failing to recognize their science know-how. Through personal narrative and critical practitioner inquiry, the author examines her own complicity and explores how educators can reframe what counts as science using a funds of science knowledge (FoSK) framework. Drawing on community-based research in an after-school science club, the book illustrates how children engage in meaningful, creative, and culturally grounded science practices. It offers tools for educators and researchers to reflect on their politics of recognition and support equity by affirming all children as capable science knowers.…

Hardcover. Condition: Near Fine. Dust Jacket Condition: Good. First Edition Thus. xviii / 164 pp with cxlii illustrations and maps with colour, some folding plates. Blck cloth with gilt titles, black endpapers, This is a facsimile of the 1909 edition with an introductory essay from 1993. Inscription to half title otherwise a clean sound book, dust wrapper a sunned and shelf marked. Over 1.4Kg Outside UK will need extra postage.…

Hardcover. Condition: new. New Copy. Customer Service Guaranteed.

Condition: New. Satisfaction Guaranteed or your money back.

Hardcover. Condition: New.

Hardcover. Condition: New.

Hardcover. Condition: New.

Hardback. Dust jacket. 1st edition. 223, [1 (blank)] pp (including Index). Color photography by Paul Rocheleau. 12-3/8" x 10-3/8" A Nr Fine copy in a similar jacket.

folio. pp. 223. colour illus. cloth. dw.

Taschenbuch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This book challenges the deficit narratives in science education that marginalize children from lower-income communities by failing to recognize their science know-how. Through personal narrative and critical practitioner inquiry, the author examines her own complicity and explores how educators can reframe what counts as science using a funds of science knowledge (FoSK) framework. Drawing on community-based research in an after-school science club, the book illustrates how children engage in meaningful, creative, and culturally grounded science practices. It offers tools for educators and researchers to reflect on their politics of recognition and support equity by affirming all children as capable science knowers. 236 pp. Englisch.…

Paperback. Condition: new. Paperback. This book challenges the deficit narratives in science education that marginalize children from lower-income communities by failing to recognize their science know-how. Through personal narrative and critical practitioner inquiry, the author examines her own complicity and explores how educators can reframe what counts as science using a funds of science knowledge (FoSK) framework. Drawing on community-based research in an after-school science club, the book illustrates how children engage in meaningful, creative, and culturally grounded science practices. It offers tools for educators and researchers to reflect on their politics of recognition and support equity by affirming all children as capable science knowers. This book explores how educators and researchers can shift deficit views by recognizing all children as science practitioners. Using personal narrative, community-based research, and a funds of science knowledge framework, it shows how to affirm childrens diverse science practices and reimagine equity in science education. 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.…

Paperback. Condition: new. Paperback. This book challenges the deficit narratives in science education that marginalize children from lower-income communities by failing to recognize their science know-how. Through personal narrative and critical practitioner inquiry, the author examines her own complicity and explores how educators can reframe what counts as science using a funds of science knowledge (FoSK) framework. Drawing on community-based research in an after-school science club, the book illustrates how children engage in meaningful, creative, and culturally grounded science practices. It offers tools for educators and researchers to reflect on their politics of recognition and support equity by affirming all children as capable science knowers. This book explores how educators and researchers can shift deficit views by recognizing all children as science practitioners. Using personal narrative, community-based research, and a funds of science knowledge framework, it shows how to affirm childrens diverse science practices and reimagine equity in science education. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.…