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Progress Performance Primary Classroom (22 results)
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Condition: As New. Unread book in perfect condition.
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Condition: New.
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Progress and Performance in the Primary Classroom
Seller: GreatBookPricesUK, Woodford Green, United Kingdom
Seller rating 5 out of 5 stars
Condition: As New. Unread book in perfect condition.
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Progress and Performance in the Primary Classroom
Seller: GreatBookPricesUK, Woodford Green, United Kingdom
Seller rating 5 out of 5 stars
Condition: New.
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Progress and Performance in the Primary Classroom
Language: English
Published by Taylor & Francis Ltd, 2025
ISBN 10: 1032421169 ISBN 13: 9781032421162
Seller: THE SAINT BOOKSTORE, Southport, United Kingdom
Seller rating 5 out of 5 stars
Paperback / softback. Condition: New. New copy - Usually dispatched within 4 working days.
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Paperback. Condition: Brand New. 274 pages. 9.18x6.12x9.21 inches. In Stock.
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Condition: New. First published in 1980, Progress and Performance in the Primary Classroom assesses the performance of primary schoolchildren in a range of study skills as well as on the more conventional tests of mathematics, language use and reading. The findin.
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Progress and performance in the primary classroom (Oracle)
Language: English
Published by Routledge & Kegan Paul, 1980
ISBN 10: 0710006691 ISBN 13: 9780710006691
Seller: Phatpocket Limited, Waltham Abbey, HERTS, United Kingdom
Seller rating 5 out of 5 stars
Condition: Good. Your purchase helps support Sri Lankan Children's Charity 'The Rainbow Centre'. Ex-library, so some stamps and wear, but in good overall condition. Our donations to The Rainbow Centre have helped provide an education and a safe haven to hundreds of children who live in appalling conditions.
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Progress and Performance in the Primary Classroom
Language: English
Published by Taylor & Francis Ltd Jan 2025, 2025
ISBN 10: 1032421169 ISBN 13: 9781032421162
Taschenbuch. Condition: Neu. Neuware - First published in 1980, Progress and Performance in the Primary Classroom assesses the performance of primary schoolchildren in a range of study skills as well as on the more conventional tests of mathematics, language use and reading. The findings indicate that the more successful styles are used by the more experienced teachers, who manage to increase the amount of contact with the pupils by a variety of organizational strategies. While pupils who receive the greatest amount of class teaching do best on mathematics, there is no evidence to suggest that the characteristics of teaching valued by critics of modern primary practice exert any significant influence on pupil progress.
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Condition: As New. Unread book in perfect condition.
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Condition: New.
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Progress and Performance in the Primary Classroom
Seller: GreatBookPricesUK, Woodford Green, United Kingdom
Seller rating 5 out of 5 stars
Condition: As New. Unread book in perfect condition.
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Progress and Performance in the Primary Classroom
Language: English
Published by Taylor & Francis Ltd, 2023
ISBN 10: 1032421150 ISBN 13: 9781032421155
Seller: THE SAINT BOOKSTORE, Southport, United Kingdom
Seller rating 5 out of 5 stars
Hardback. Condition: New. New copy - Usually dispatched within 4 working days.
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Progress and Performance in the Primary Classroom
Seller: GreatBookPricesUK, Woodford Green, United Kingdom
Seller rating 5 out of 5 stars
Condition: New.
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Condition: New. Maurice Galton and Brian SimonFirst published in 1980, Progress and Performance in the Primary Classroom assesses the performance of primary schoolchildren in a range of study skills as well as on the more conventio.
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Progress and Performance in the Primary Classroom
Language: English
Published by Taylor & Francis Ltd Feb 2023, 2023
ISBN 10: 1032421150 ISBN 13: 9781032421155
Buch. Condition: Neu. Neuware - First published in 1980, Progress and Performance in the Primary Classroom assesses the performance of primary schoolchildren in a range of study skills as well as on the more conventional tests of mathematics, language use and reading. The findings indicate that the more successful styles are used by the more experienced teachers, who manage to increase the amount of contact with the pupils by a variety of organizational strategies. While pupils who receive the greatest amount of class teaching do best on mathematics, there is no evidence to suggest that the characteristics of teaching valued by critics of modern primary practice exert any significant influence on pupil progress.
