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paperback. Condition: Good. Connecting readers with great books since 1972! Used textbooks may not include companion materials such as access codes, etc. May have some wear or writing/highlighting. We ship orders daily and Customer Service is our top priority!
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paperback. Condition: Fine. Paperback. Cover and spine in good condition. Spine is tight. Pages are clean, no markings, notes or stains. Ships from Friends bookstore to benefit Beaverton (Oregon) library.
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According to the Book : Using TIMSS to Investigate the Translation of Policy into Practice Through the World of Textbooks
Language: English
Published by Springer Netherlands, 2002
ISBN 10: 1402010346 ISBN 13: 9781402010347
Condition: Good. Pages intact with minimal writing/highlighting. The binding may be loose and creased. Dust jackets/supplements are not included. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.
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Many Visions, Many Aims Vol. 2 : A Cross-National Investigation of Curricular Intentions in School Mathematics
Language: English
Published by Springer Netherlands, 1997
ISBN 10: 0792344375 ISBN 13: 9780792344377
Condition: Good. Pages intact with minimal writing/highlighting. The binding may be loose and creased. Dust jackets/supplements are not included. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good. Softcover reprint of the original 1st ed. 1997.
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Many Visions, Many Aims Vol. 2 : A Cross-National Investigation of Curricular Intentions in School Mathematics
Language: English
Published by Springer Netherlands, 1997
ISBN 10: 0792344375 ISBN 13: 9780792344377
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. Softcover reprint of the original 1st ed. 1997.
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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.
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Condition: New. pp. 212.
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Condition: New. pp. 212 Illus.
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Condition: As New. Unread book in perfect condition.
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Condition: New. pp. 212.
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Condition: As New. Unread book in perfect condition.
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Many Visions, Many Aims: A Cross-National Investigation of Curricular Intentions in School Mathematics
Seller: Ria Christie Collections, Uxbridge, United Kingdom
Seller rating 5 out of 5 stars
£ 96.15
£ 11.98 shipping
Ships from United Kingdom to U.S.A.Quantity: Over 20 available
Add to basketCondition: New. In.
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According to the Book: Using TIMSS to investigate the translation of policy into practice through the world of textbooks
Seller: Ria Christie Collections, Uxbridge, United Kingdom
Seller rating 5 out of 5 stars
£ 96.15
£ 11.98 shipping
Ships from United Kingdom to U.S.A.Quantity: Over 20 available
Add to basketCondition: New. In.
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Many Visions, Many Aims: A Cross-National Investigation of Curricular Intentions in School Mathematics
Seller: Ria Christie Collections, Uxbridge, United Kingdom
Seller rating 5 out of 5 stars
£ 96.15
£ 11.98 shipping
Ships from United Kingdom to U.S.A.Quantity: Over 20 available
Add to basketCondition: New. In.
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According to the Book: Using TIMSS to investigate the translation of policy into practice through the world of textbooks
Seller: Ria Christie Collections, Uxbridge, United Kingdom
Seller rating 5 out of 5 stars
£ 96.15
£ 11.98 shipping
Ships from United Kingdom to U.S.A.Quantity: Over 20 available
Add to basketCondition: New. In.
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Characterizing Pedagogical Flow : An Investigation of Mathematics and Science Teaching in Six Countries
Seller: GreatBookPricesUK, Woodford Green, United Kingdom
Seller rating 5 out of 5 stars
Condition: New.
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According to the Book : Using Timss to Investigate the Translation of Policy into Practice Through the World of Textbooks
Seller: GreatBookPricesUK, Woodford Green, United Kingdom
Seller rating 5 out of 5 stars
Condition: New.
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Many Visions, Many Aims
Language: English
Published by Springer Netherlands, 1997
ISBN 10: 0792344375 ISBN 13: 9780792344377
Condition: New.
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Many Visions, Many Aims
Language: English
Published by Springer Netherlands, 1997
ISBN 10: 0792344367 ISBN 13: 9780792344360
Gebunden. Condition: New.
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Characterizing Pedagogical Flow : An Investigation of Mathematics and Science Teaching in Six Countries
Seller: GreatBookPricesUK, Woodford Green, United Kingdom
Seller rating 5 out of 5 stars
£ 107.89
£ 15 shipping
Ships from United Kingdom to U.S.A.Quantity: Over 20 available
Add to basketCondition: As New. Unread book in perfect condition.
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According to the Book : Using Timss to Investigate the Translation of Policy into Practice Through the World of Textbooks
Seller: GreatBookPricesUK, Woodford Green, United Kingdom
Seller rating 5 out of 5 stars
£ 107.89
£ 15 shipping
Ships from United Kingdom to U.S.A.Quantity: Over 20 available
Add to basketCondition: As New. Unread book in perfect condition.
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Condition: New. pp. 292.
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hardcover. Condition: New. In shrink wrap. Looks like an interesting title!
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Taschenbuch. Condition: Neu. According to the Book | Using TIMSS to investigate the translation of policy into practice through the world of textbooks | Gilbert A. Valverde (u. a.) | Taschenbuch | ix | Englisch | 2002 | Springer Netherland | EAN 9781402010347 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu.
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Many Visions, Many Aims : A Cross-National Investigation of Curricular Intentions in School Mathematics
Language: English
Published by Springer Netherlands, Springer Netherlands, 1997
ISBN 10: 0792344367 ISBN 13: 9780792344360
Buch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - PREFACE The Third International Mathematics and Science Study (TIMSS), sponsored by the International Association for the Evaluation of Educational Achievement (lEA) and the gov ernments of the participating countries, is a comparative study of education in mathematics and the sciences conducted in approximately 50 educational systems on five continents. The goal of TIMSS is to measure student achievement in mathematics and science in participating coun tries and to assess some of the curricular and classroom factors that influence student learning in these subjects. The study will provide educators and policy makers with an unparalleled and multidimensional perspective on mathematics and science curricula; their implementation; the nature of student performance in mathematics and science; and the social, economic, and edu cational context in which these occur. TIMSS focuses on student learning and achievement in mathematics and science at three different age levels, or populations. - Population 1 is defined as all students enrolled in the two adjacent grades that contain the largest proportion of 9-year-old students; - Population 2 is defined as all students enrolled in the two adjacent grades that contain the largest proportion of 13-year-old students; and - Population 3 is defined as all students in their final year of secondary education, includ ing students in vocational education programs. In addition, Population 3 has two 'specialist' subpopulations: students taking advanced courses in mathematics (mathematics specialists), and students taking advanced courses in physics (science specialists).
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According to the Book : Using TIMSS to investigate the translation of policy into practice through the world of textbooks
Language: English
Published by Springer Netherlands, Springer Netherlands, 2002
ISBN 10: 1402010346 ISBN 13: 9781402010347
Taschenbuch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - How are curriculum policies translated into opportunities to learn in the classroom According to the Book presents findings from the largest cross-national study of textbooks carried out to date - the curriculum analysis of the 1995 Third International Mathematics and Science Study (TIMSS). This study included a detailed, page-by-page, inventory of the mathematics and science content, pedagogy, and other characteristics collected from hundreds of textbooks in over forty countries.Drawing on these data, the authors investigate the rhetorical and pedagogical features of textbooks to understand how they promote and constrain educational opportunities. They investigate how textbooks are constructed and how they structure diverse elements into prescriptions for teaching practice.The authors break new ground in understanding textbooks in terms of different educational opportunities that they make possible. The book examines policy implications from these new understandings. In particular, conclusions are offered regarding the role of textbooks in curriculum-driven educational reform, in light of their role as promoters of qualitatively distinct educational opportunities.
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According to the Book : Using TIMSS to investigate the translation of policy into practice through the world of textbooks
Language: English
Published by Springer Netherlands, Springer Netherlands, 2002
ISBN 10: 1402010338 ISBN 13: 9781402010330
Buch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - How are curriculum policies translated into opportunities to learn in the classroom According to the Book presents findings from the largest cross-national study of textbooks carried out to date - the curriculum analysis of the 1995 Third International Mathematics and Science Study (TIMSS). This study included a detailed, page-by-page, inventory of the mathematics and science content, pedagogy, and other characteristics collected from hundreds of textbooks in over forty countries.Drawing on these data, the authors investigate the rhetorical and pedagogical features of textbooks to understand how they promote and constrain educational opportunities. They investigate how textbooks are constructed and how they structure diverse elements into prescriptions for teaching practice.The authors break new ground in understanding textbooks in terms of different educational opportunities that they make possible. The book examines policy implications from these new understandings. In particular, conclusions are offered regarding the role of textbooks in curriculum-driven educational reform, in light of their role as promoters of qualitatively distinct educational opportunities.
