Nolan c j patrick (24 résultats)

Etat : New.

Etat : As New. Unread book in perfect condition.

Etat : New. In English.

Etat : New.

Etat : As New. Unread book in perfect condition.

Etat : Brand New. New. US edition. Expediting shipping for all USA and Europe orders excluding PO Box. Excellent Customer Service.

Etat : 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.

Etat : Used. pp. 184.

Etat : New. In English.

Etat : New. In English.

Etat : New. Presents findings and insights from contemporary thinking and research about alternative ways that computerised information systems might be designed and used to support the improvement of educational institutions. This book is suitable for a range of educational professionals, researchers and system designers. Editor(s): Nolan, C.J.Patrick; Fung, A. C. W.; Brown, Margaret. Series: IFIP Advances in Information and Communication Technology. Num Pages: 173 pages, 19 black & white illustrations, biography. BIC Classification: JNK; JNV. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 234 x 156 x 12. Weight in Grams: 438. . 2001. 2001st Edition. hardcover. . . . . …

Etat : Used. pp. 184 Illus.

Etat : Used. pp. 184.

Taschenbuch. Etat : Neu. Druck auf Anfrage Neuware - Printed after ordering - New Zealand schools have experienced unprecedented change during the lastdecade. Radicalrestructuringoftheframeworksforbothcurriculumand qualificationsfollowedamovementtowards self-managementin 1989. The curriculum framework, consisting of seven essential learning areas, has been progressively introduced with completionnotexpecteduntil 2002. Thenew Qualifications Framework, based on unit standards, was launched in 1994. The introduction of unit standards signalled an emphatic movement towards the use of internal assessment for awarding qualifications at the seniorsecondaryschoollevel. Eachcoursehadunitstandardsdefined,which described the outcomes and the performance criteria that would be used to determine whether or not the standard had been achieved. Approximately five to eight standards would be used for each full year course and each standard had a number of credits associated with it. The plan, which has since been modified, was for these credits to contribute to a National Certificate of Educational Achievement, at years 12 and 13, and other, subject specific, National Certificates. Secondary schools were faced with the task of recording and reporting 1 unit standardresults to theNew Zealand Qualifications Authority . This, by itself, was not a major issue as the significant suppliers of CSIS had modules availablewhichsatisfiedthis need. Atthistimeamodelwasbeingpresented to school audiences demonstrating how the recording, reporting and evaluation ofassessment data, relating to the curriculumframework, could be relatively straight forward IF there was a common assessment 'currency' across the school. This model was converted into software form for demonstration purposes.…

Paperback. Etat : Brand New. 184 pages. 9.25x6.10x0.42 inches. In Stock.

Etat : New. Presents findings and insights from contemporary thinking and research about alternative ways that computerised information systems might be designed and used to support the improvement of educational institutions. This book is suitable for a range of educational professionals, researchers and system designers. Editor(s): Nolan, C.J.Patrick; Fung, A. C. W.; Brown, Margaret. Series: IFIP Advances in Information and Communication Technology. Num Pages: 173 pages, 19 black & white illustrations, biography. BIC Classification: JNK; JNV. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 234 x 156 x 12. Weight in Grams: 438. . 2001. 2001st Edition. hardcover. . . . . Books ship from the US and Ireland. …

Etat : New. Includes supplementary material: sn.pub/extrasNew Zealand schools have experienced unprecedented change during the lastdecade. Radicalrestructuringoftheframeworksforbothcurriculumand qualificationsfollowedamovementtowards self-managementin 1989. .

Gebunden. Etat : New. Includes supplementary material: sn.pub/extrasNew Zealand schools have experienced unprecedented change during the lastdecade. Radicalrestructuringoftheframeworksforbothcurriculumand qualificationsfollowedamovementtowards self-managementin 1989. .

Buch. Etat : Neu. Neuware - New Zealand schools have experienced unprecedented change during the lastdecade. Radicalrestructuringoftheframeworksforbothcurriculumand qualificationsfollowedamovementtowards self-managementin 1989. The curriculum framework, consisting of seven essential learning areas, has been progressively introduced with completionnotexpecteduntil 2002. Thenew Qualifications Framework, based on unit standards, was launched in 1994. The introduction of unit standards signalled an emphatic movement towards the use of internal assessment for awarding qualifications at the seniorsecondaryschoollevel. Eachcoursehadunitstandardsdefined,which described the outcomes and the performance criteria that would be used to determine whether or not the standard had been achieved. Approximately five to eight standards would be used for each full year course and each standard had a number of credits associated with it. The plan, which has since been modified, was for these credits to contribute to a National Certificate of Educational Achievement, at years 12 and 13, and other, subject specific, National Certificates. Secondary schools were faced with the task of recording and reporting 1 unit standardresults to theNew Zealand Qualifications Authority . This, by itself, was not a major issue as the significant suppliers of CSIS had modules availablewhichsatisfiedthis need. Atthistimeamodelwasbeingpresented to school audiences demonstrating how the recording, reporting and evaluation ofassessment data, relating to the curriculumframework, could be relatively straight forward IF there was a common assessment 'currency' across the school. This model was converted into software form for demonstration purposes. …

[1939]. (Hardcover) Very good, no dust jacket. 197pp. Signed by author. Frontispiece, illustrations, photographs. The spine is lightly faded. Biography of Robert A. Bonnar, Nicholas F. Davin, Robert C. Edwards, Nathaniel F. Hagel, Samuel Larcombe, Hugh J. MacDonald, James Nolan Patrick & Prendergast. Locale: Prairie Provinces; Western Canada. (Western Canada, Lawyers). …

27 x 18 cm. Proceedings individually paginated. With Illustrations, Maps etc. Contemporary quarter leather over cloth covered boards. Gilt title and Volume Number on Spine. Very good condition. Dust dulled and slanted.

PAP. Etat : New. New Book. Shipped from UK. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

PAP. Etat : New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

Taschenbuch. Etat : Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -New Zealand schools have experienced unprecedented change during the lastdecade. Radicalrestructuringoftheframeworksforbothcurriculumand qualificationsfollowedamovementtowards self-managementin 1989. The curriculum framework, consisting of seven essential learning areas, has been progressively introduced with completionnotexpecteduntil 2002. Thenew Qualifications Framework, based on unit standards, was launched in 1994. The introduction of unit standards signalled an emphatic movement towards the use of internal assessment for awarding qualifications at the seniorsecondaryschoollevel. Eachcoursehadunitstandardsdefined,which described the outcomes and the performance criteria that would be used to determine whether or not the standard had been achieved. Approximately five to eight standards would be used for each full year course and each standard had a number of credits associated with it. The plan, which has since been modified, was for these credits to contribute to a National Certificate of Educational Achievement, at years 12 and 13, and other, subject specific, National Certificates. Secondary schools were faced with the task of recording and reporting 1 unit standardresults to theNew Zealand Qualifications Authority . This, by itself, was not a major issue as the significant suppliers of CSIS had modules availablewhichsatisfiedthis need. Atthistimeamodelwasbeingpresented to school audiences demonstrating how the recording, reporting and evaluation ofassessment data, relating to the curriculumframework, could be relatively straight forward IF there was a common assessment 'currency' across the school. This model was converted into software form for demonstration purposes. 184 pp. Englisch.…