W H Winch (81 results)

Paperback or Softback. Condition: New. When Soulde A Child Begine School. Book.

Condition: New.

Condition: New.

Condition: New.

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

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

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

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

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

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

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

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

Condition: New.

Condition: New.

Condition: New. In English.

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

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

Original Cloth. Condition: Good. First Edition; First Edition. 146 pages & publisher's catalogue. With tables. With library stamps & labels. Slight wear to spine, covers & corners. Slight foxing to endpapers and fore edge. Light damage to upper joint. Binding tight.; Ex-Library; 12mo - 6? to 7? inches tall. …

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

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.

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

Condition: New. In English.

Paperback. Condition: New. Print on Demand. This book presents a groundbreaking examination of the optimal age for children to begin school, debunking long-held beliefs and shedding new light on educational policy. The author, a distinguished educational researcher, conducted a meticulous study involving thousands of students, analyzing their progress throughout their school careers. The book reveals the surprising conclusion that students who begin school later, even as late as five or even six years of age, make the same or even greater progress than those who start at a younger age. This challenges the conventional wisdom that early school entry is always beneficial and provides compelling evidence for a re-evaluation of current educational practices. The book offers thought-provoking insights into the complex relationship between age and academic achievement, challenging long-held assumptions and offering valuable guidance for parents, educators, and policymakers alike. This book is a reproduction of an important historical work, digitally reconstructed using state-of-the-art technology to preserve the original format. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in the book. print-on-demand item.…

Taschenbuch. Condition: Neu. Neuware - This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work.This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.…

Condition: New.

Taschenbuch. Condition: Neu. Neuware - This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it.This work is in the 'public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.…

Taschenbuch. Condition: Neu. Neuware - 'Teaching Beginners to Read in England: Its Methods, Results, and Psychological Bases' is an insightful and comprehensive study of early literacy instruction during a pivotal era in educational development. Written by W.H. Winch, a prominent educational researcher, the work examines the various pedagogical approaches used to introduce young children to the written word in the early 20th century. It delves into the psychological bases of learning to read, offering an analytical perspective on how cognitive processes inform instructional success.The book provides a detailed overview of the methods prevalent in English schools at the time, evaluating their effectiveness through empirical observation and results. By bridging the gap between theoretical psychology and classroom practice, Winch explores the complexities of phonetics, word recognition, and the overall development of reading skills in beginners. This work serves as a significant historical document for those interested in the evolution of literacy education and the scientific study of pedagogy.Readers will find an in-depth exploration of the challenges faced by both teachers and students, as well as evidence-based conclusions regarding the most efficient ways to foster foundational reading abilities. It remains a valuable resource for historians of education and researchers focusing on the origins of modern reading instruction techniques.This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you may see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work.This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.…

Paperback. Condition: New. Print on Demand. This book presents the findings of an experimental study on the comparative effectiveness of inductive and deductive methods of teaching children aged 11 to 12 the subject of geometric denitions. The author, a prominent educational researcher, argues that despite the common perception among teachers that the inductive method is slow and ineffective in preparing students for examinations, there is no clear evidence to support this view. To test these claims, the author conducted a series of experiments with two groups of students, one taught using inductive methods and the other using deductive methods. The immediate and long-term effects of both methods on students' knowledge and problem-solving abilities were measured and compared. The book provides a detailed account of the experimental design, methodologies, and results, making it a valuable resource for educators, researchers, and anyone interested in the science of teaching and learning. This book is a reproduction of an important historical work, digitally reconstructed using state-of-the-art technology to preserve the original format. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in the book. print-on-demand item.…