Teachers' interpretation and enactment of curriculum policy: The role of teacher epistemologies
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Symbolbild
Teachers Interpretation and Enactment of Curriculum Policy
DE PB NW
ISBN: 9783639151596 bzw. 3639151593, in Deutsch, VDM Verlag, Taschenbuch, neu.
Von Händler/Antiquariat, BuySomeBooks [52360437], Las Vegas, NV, U.S.A.
Paperback. 324 pages. Dimensions: 8.7in. x 5.9in. x 0.7in.Over the last few years various scholars have examined the policy-practice dichotomy by focusing on different issues that make the translation of policy into classroom practice problematic. Few of these studies however, have considered the crucial role that teacher epistemologies play in the translation of curriculum policy into classroom practices. This book reviews the literature on a topical issue in education generally and curriculum implementation in particular, namely, why is it so difficult to translate policy into practice. The book tackles the question of how teachers make sense of, and enact, curriculum policy. It hones in on on teacher epistemologies and suggests that teachers prior understandings and beliefs about knowledge and what constitutes effective teaching, combined with the contexts in which they work frame their classroom practices to a large extent, explaining the disjunction between policy and practice. The book is compelling reading for policy analysts, researchers, academics, teachers and postgraduate students. This item ships from multiple locations. Your book may arrive from Roseburg,OR, La Vergne,TN.
Paperback. 324 pages. Dimensions: 8.7in. x 5.9in. x 0.7in.Over the last few years various scholars have examined the policy-practice dichotomy by focusing on different issues that make the translation of policy into classroom practice problematic. Few of these studies however, have considered the crucial role that teacher epistemologies play in the translation of curriculum policy into classroom practices. This book reviews the literature on a topical issue in education generally and curriculum implementation in particular, namely, why is it so difficult to translate policy into practice. The book tackles the question of how teachers make sense of, and enact, curriculum policy. It hones in on on teacher epistemologies and suggests that teachers prior understandings and beliefs about knowledge and what constitutes effective teaching, combined with the contexts in which they work frame their classroom practices to a large extent, explaining the disjunction between policy and practice. The book is compelling reading for policy analysts, researchers, academics, teachers and postgraduate students. This item ships from multiple locations. Your book may arrive from Roseburg,OR, La Vergne,TN.
2
Teachers' interpretation and enactment of curriculum policy: The role of teacher epistemologies (2010)
EN PB NW
ISBN: 9783639151596 bzw. 3639151593, in Englisch, 324 Seiten, VDM Verlag Dr. Müller, Taschenbuch, neu.
Neu ab: $93.88 (8 Angebote)
Gebraucht ab: $108.30 (3 Angebote)
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Lieferung aus: Vereinigte Staaten von Amerika, Usually ships in 1-2 business days.
Von Händler/Antiquariat, PBShop UK.
Over the last few years various scholars have examined the policy-practice dichotomy by focusing on different issues that make the translation of policy into classroom practice problematic. Few of these studies however, have considered the crucial role that teacher epistemologies play in the translation of curriculum policy into classroom practices. This book reviews the literature on a topical issue in education generally and curriculum implementation in particular, namely, why is it so difficult to translate policy into practice. The book tackles the question of how teachers make sense of, and enact, curriculum policy. It hones in on on teacher epistemologies and suggests that teachers' prior understandings and beliefs about knowledge and what constitutes effective teaching, combined with the contexts in which they work frame their classroom practices to a large extent,explaining the disjunction between policy and practice. The book is compelling reading for policy analysts, researchers, academics, teachers and postgraduate students. Paperback, Label: VDM Verlag Dr. Müller, VDM Verlag Dr. Müller, Produktgruppe: Book, Publiziert: 2010-05-20, Studio: VDM Verlag Dr. Müller, Verkaufsrang: 13245959.
Von Händler/Antiquariat, PBShop UK.
Over the last few years various scholars have examined the policy-practice dichotomy by focusing on different issues that make the translation of policy into classroom practice problematic. Few of these studies however, have considered the crucial role that teacher epistemologies play in the translation of curriculum policy into classroom practices. This book reviews the literature on a topical issue in education generally and curriculum implementation in particular, namely, why is it so difficult to translate policy into practice. The book tackles the question of how teachers make sense of, and enact, curriculum policy. It hones in on on teacher epistemologies and suggests that teachers' prior understandings and beliefs about knowledge and what constitutes effective teaching, combined with the contexts in which they work frame their classroom practices to a large extent,explaining the disjunction between policy and practice. The book is compelling reading for policy analysts, researchers, academics, teachers and postgraduate students. Paperback, Label: VDM Verlag Dr. Müller, VDM Verlag Dr. Müller, Produktgruppe: Book, Publiziert: 2010-05-20, Studio: VDM Verlag Dr. Müller, Verkaufsrang: 13245959.
3
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Teachers Interpretation and Enactment of Curriculum Policy (Paperback) (2010)
DE PB NW RP
ISBN: 9783639151596 bzw. 3639151593, in Deutsch, VDM Verlag, Germany, Taschenbuch, neu, Nachdruck.
Von Händler/Antiquariat, The Book Depository EURO [60485773], London, United Kingdom.
Language: English Brand New Book ***** Print on Demand *****.Over the last few years various scholars have examined the policy-practice dichotomy by focusing on different issues that make the translation of policy into classroom practice problematic. Few of these studies however, have considered the crucial role that teacher epistemologies play in the translation of curriculum policy into classroom practices. This book reviews the literature on a topical issue in education generally and curriculum implementation in particular, namely, why is it so difficult to translate policy into practice. The book tackles the question of how teachers make sense of, and enact, curriculum policy. It hones in on on teacher epistemologies and suggests that teachers prior understandings and beliefs about knowledge and what constitutes effective teaching, combined with the contexts in which they work frame their classroom practices to a large extent,explaining the disjunction between policy and practice. The book is compelling reading for policy analysts, researchers, academics, teachers and postgraduate students.
Language: English Brand New Book ***** Print on Demand *****.Over the last few years various scholars have examined the policy-practice dichotomy by focusing on different issues that make the translation of policy into classroom practice problematic. Few of these studies however, have considered the crucial role that teacher epistemologies play in the translation of curriculum policy into classroom practices. This book reviews the literature on a topical issue in education generally and curriculum implementation in particular, namely, why is it so difficult to translate policy into practice. The book tackles the question of how teachers make sense of, and enact, curriculum policy. It hones in on on teacher epistemologies and suggests that teachers prior understandings and beliefs about knowledge and what constitutes effective teaching, combined with the contexts in which they work frame their classroom practices to a large extent,explaining the disjunction between policy and practice. The book is compelling reading for policy analysts, researchers, academics, teachers and postgraduate students.
4
Teachers' interpretation and enactment of curriculum policy: The role of teacher epistemologies (2010)
EN PB NW
ISBN: 9783639151596 bzw. 3639151593, in Englisch, 324 Seiten, VDM Verlag Dr. Müller, Taschenbuch, neu.
Lieferung aus: Deutschland, Versandfertig in 6 - 10 Werktagen.
Von Händler/Antiquariat, aha Buch.
Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
Von Händler/Antiquariat, aha Buch.
Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
5
NEW Teachers' Interpretation And Enactment Of. BOOK (Paperback / softback)
DE NW
ISBN: 9783639151596 bzw. 3639151593, in Deutsch, VDM Verlag Dr. Müller, Saarbrücken, Deutschland, neu.
Lieferung aus: Vereinigte Staaten von Amerika, Lieferart: Free, Lieferung: Europe, Artikelstandort: USA, Versandkostenfrei.
Von Händler/Antiquariat, grey_elk_books_au_and_uk - Grey Elk Books.
Festpreisangebot.
Von Händler/Antiquariat, grey_elk_books_au_and_uk - Grey Elk Books.
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