Type d'article
Etat
Reliure
Particularités
Pays
Evaluation du vendeur
Edité par Springer-Verlag New York Inc., 2005
ISBN 10 : 1402031890ISBN 13 : 9781402031892
Vendeur : HPB-Red, Dallas, TX, Etats-Unis
Livre
Hardcover. Etat : 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!.
Edité par Springer, 2005
ISBN 10 : 1402031890ISBN 13 : 9781402031892
Vendeur : HPB-Red, Dallas, TX, Etats-Unis
Livre
Hardcover. Etat : 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!.
Edité par Springer, 2005
ISBN 10 : 1402031890ISBN 13 : 9781402031892
Vendeur : Basi6 International, Irving, TX, Etats-Unis
Livre
Etat : Brand New. New. US edition. Expediting shipping for all USA and Europe orders excluding PO Box. Excellent Customer Service.
Edité par Springer, 2005
ISBN 10 : 1402031890ISBN 13 : 9781402031892
Vendeur : Basi6 International, Irving, TX, Etats-Unis
Livre
Etat : Brand New. New. US edition. Expediting shipping for all USA and Europe orders excluding PO Box. Excellent Customer Service.
Edité par Springer Netherlands, 2005
ISBN 10 : 1402031890ISBN 13 : 9781402031892
Vendeur : moluna, Greven, Allemagne
Livre impression à la demande
Gebunden. Etat : New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Written by nearly ninety leading researchers from across the world and presenting contemporary and emergent trends in educational policy researchMany readers will be drawn to particular sections or topics within sections and encounter this.
Edité par Springer, 2005
ISBN 10 : 1402031890ISBN 13 : 9781402031892
Vendeur : Books Puddle, New York, NY, Etats-Unis
Livre
Etat : New. pp. xlv + 1114 1st Edition.
Edité par Springer, 2005
ISBN 10 : 1402031890ISBN 13 : 9781402031892
Vendeur : Majestic Books, Hounslow, Royaume-Uni
Livre
Etat : New. pp. xlv + 1114.
Edité par Springer Netherlands Apr 2005, 2005
ISBN 10 : 1402031890ISBN 13 : 9781402031892
Vendeur : BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, Allemagne
Livre impression à la demande
Buch. Etat : Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This Handbook is for policy researchers, analysts, academics and graduate students interested in educational policy, educational reform, educational governance and leadership, teacher quality, literacy, and workplace learning.This Handbook is the only one of its kind. It has over fifty chapters written by nearly ninety leading researchers from a number of countries and presents contemporary and emergent trends in educational policy research. It captures many of the current dominant educational policy foci, situating current understandings historically, in terms of both how they are conceptualized and in terms of past policy practice. The chapters are empirically grounded, providing illustrations of the conceptual implications contained within them as well as allowing for comparisons across them. The self-reflexivity within chapters with respect to jurisdictional particularities and contrasts allows readers to consider not only a range of approaches to policy analysis but also the ways in which policies and policy ideas play out in different times and places. Sections cover the contemporary strategic emphasis on large-scale reform; substantive emphases at several levels on leadership and governance, improving teacher quality and conceptualizing learning in various domains around the notion of literacies and concluding, finally, with a contrasting topic, workplace learning, which has had less policy attention and thus allows readers to consider both the advantages and disadvantages of learning and teaching under the bright gaze of policy. 1172 pp. Englisch.
Edité par Springer Netherlands, 2005
ISBN 10 : 1402031890ISBN 13 : 9781402031892
Vendeur : AHA-BUCH GmbH, Einbeck, Allemagne
Livre
Buch. Etat : Neu. Druck auf Anfrage Neuware - Printed after ordering - This Handbook is for policy researchers, analysts, academics and graduate students interested in educational policy, educational reform, educational governance and leadership, teacher quality, literacy, and workplace learning.This Handbook is the only one of its kind. It has over fifty chapters written by nearly ninety leading researchers from a number of countries and presents contemporary and emergent trends in educational policy research. It captures many of the current dominant educational policy foci, situating current understandings historically, in terms of both how they are conceptualized and in terms of past policy practice. The chapters are empirically grounded, providing illustrations of the conceptual implications contained within them as well as allowing for comparisons across them. The self-reflexivity within chapters with respect to jurisdictional particularities and contrasts allows readers to consider not only a range of approaches to policy analysis but also the ways in which policies and policy ideas play out in different times and places. Sections cover the contemporary strategic emphasis on large-scale reform; substantive emphases at several levels on leadership and governance, improving teacher quality and conceptualizing learning in various domains around the notion of literacies and concluding, finally, with a contrasting topic, workplace learning, which has had less policy attention and thus allows readers to consider both the advantages and disadvantages of learning and teaching under the bright gaze of policy.
Edité par Springer, New York, NY, 2005
ISBN 10 : 1402031890ISBN 13 : 9781402031892
Vendeur : CitiRetail, Stevenage, Royaume-Uni
Livre Edition originale
Hardcover. Etat : new. Hardcover. Nina Bascia, Alister Cumming, Amanda Datnow, Kenneth Leithwood and David Livingstone This Handbook presents contemporary and emergent trends in educational policy research, in over ?fty chapters written by nearly ninety leading researchers from a number of countries. It is organized into ?ve broad sections which capture many of the current dominant educational policy foci and at the same time situate current understandings historically, in terms of both how they are conceptualized and in terms of past policy practice. The chapters themselves are empirically grounded, providing illustrations of the conceptual implications c- tained within them as well as allowing for comparisons across them. The se- re?exivity within chapters with respect to jurisdictional particularities and c- trasts allows readers to consider not only a range of approaches to policy analysis but also the ways in which policies and policy ideas play out in di?erent times and places. The sections move from a focus on prevailing policy tendencies through increasingly critical and ''outsider'' perspectives on policy. They address, in turn, the contemporary strategic emphasis on large-scale reform; substantive emphases at several levels - on leadership and governance, improving teacher quality and conceptualizing learning in various domains around the notion of literacies and concluding, ?nally, with a contrasting topic, workplace learning, which has had less policy attention and thus allows readers to consider both the advantages and disadvantages of learning and teaching under the bright gaze of policy. This Handbook is for policy researchers, analysts, academics and graduate students interested in educational policy, educational reform, educational governance and leadership, teacher quality, literacy, and workplace learning. This Handbook is the only one of its kind. It has over fifty chapters written by nearly ninety leading researchers from a number of countries and presents contemporary and emergent trends in educational policy research. It captures many of the current dominant educational policy foci, situating current understandings historically, in terms of both how they are conceptualized and in terms of past policy practice. The chapters are empirically grounded, providing illustrations of the conceptual implications contained within them as well as allowing for comparisons across them. The self-reflexivity within chapters with respect to jurisdictional particularities and contrasts allows readers to consider not only a range of approaches to policy analysis but also the ways in which policies and policy ideas play out in different times and places. Sections cover the contemporary strategic emphasis on large-scale reform; substantive emphases at several levels a" on leadership and governance, improving teacher quality and conceptualizing learning in various domains around the notion of literacies and concluding, finally, with a contrasting topic, workplace learning, which has had less policy attention and thus allows readers to consider both the advantages and disadvantages of learning and teaching under the bright gaze of policy. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.
Edité par Springer, 2005
ISBN 10 : 1402031890ISBN 13 : 9781402031892
Vendeur : Mispah books, Redhill, SURRE, Royaume-Uni
Livre
Hardcover. Etat : Like New. Like New. book.
Edité par Springer 2005-04-01, 2005
ISBN 10 : 1402031890ISBN 13 : 9781402031892
Vendeur : Chiron Media, Wallingford, Royaume-Uni
Livre
Hardcover. Etat : New.