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Verlag: HEADLINE REVIEW, 2008
ISBN 10: 0755317629ISBN 13: 9780755317622
Anbieter: WorldofBooks, Goring-By-Sea, WS, Vereinigtes Königreich
Buch
Paperback. Zustand: Very Good. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.
Verlag: Headline Review, 2011
ISBN 10: 0755362659ISBN 13: 9780755362653
Anbieter: WorldofBooks, Goring-By-Sea, WS, Vereinigtes Königreich
Buch
Paperback. Zustand: Very Good. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.
Verlag: Headline Review, 2011
ISBN 10: 0755319885ISBN 13: 9780755319886
Anbieter: WorldofBooks, Goring-By-Sea, WS, Vereinigtes Königreich
Buch
Paperback. Zustand: Very Good. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.
Verlag: Headline Review, 2008
ISBN 10: 0755316665ISBN 13: 9780755316663
Anbieter: WorldofBooks, Goring-By-Sea, WS, Vereinigtes Königreich
Buch
Paperback. Zustand: Good. The book has been read but remains in clean condition. All pages are intact and the cover is intact. Some minor wear to the spine.
Mehr Angebote von anderen Verkäufern bei ZVAB
Neu ab EUR 13,43
Gebraucht ab EUR 0,95
Mehr entdecken Softcover
Verlag: Headline Review, 2010
ISBN 10: 0755319877ISBN 13: 9780755319879
Anbieter: WorldofBooks, Goring-By-Sea, WS, Vereinigtes Königreich
Buch
Paperback. Zustand: Very Good. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.
Mehr Angebote von anderen Verkäufern bei ZVAB
Neu ab EUR 13,43
Gebraucht ab EUR 1,52
Mehr entdecken Softcover
Verlag: Headline Review, 2011
ISBN 10: 0755319893ISBN 13: 9780755319893
Anbieter: WorldofBooks, Goring-By-Sea, WS, Vereinigtes Königreich
Buch
Paperback. Zustand: Very Good. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.
Verlag: Headline Review, 2010
ISBN 10: 0755319869ISBN 13: 9780755319862
Anbieter: WorldofBooks, Goring-By-Sea, WS, Vereinigtes Königreich
Buch
Paperback. Zustand: Very Good. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.
Verlag: Headline Review, 2008
ISBN 10: 0755316657ISBN 13: 9780755316656
Anbieter: WeBuyBooks, Rossendale, LANCS, Vereinigtes Königreich
Buch
Zustand: Good. Most items will be dispatched the same or the next working day.
Mehr Angebote von anderen Verkäufern bei ZVAB
Gebraucht ab EUR 2,88
Verlag: CreateSpace Independent Publishing Platform, 2014
ISBN 10: 1499393148ISBN 13: 9781499393149
Anbieter: AwesomeBooks, Wallingford, Vereinigtes Königreich
Buch
paperback. Zustand: Very Good. Bent This book is in very good condition and will be shipped within 24 hours of ordering. The cover may have some limited signs of wear but the pages are clean, intact and the spine remains undamaged. This book has clearly been well maintained and looked after thus far. Money back guarantee if you are not satisfied. See all our books here, order more than 1 book and get discounted shipping. .
Verlag: Creative Editions 2020-01-21, Mankato, MN, 2020
ISBN 10: 1568463073ISBN 13: 9781568463070
Anbieter: Blackwell's, London, Vereinigtes Königreich
Buch
hardback. Zustand: New. Thompson, John (illustrator). Language: eng.
Verlag: GRIN Verlag, 2013
ISBN 10: 3656499705ISBN 13: 9783656499701
Anbieter: AHA-BUCH GmbH, Einbeck, Deutschland
Buch
Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - Research Paper (undergraduate) from the year 2013 in the subject Didactics - Common Didactics, Educational Objectives, Methods, Hooks Independend School Distict, language: English, abstract: The effectiveness of an Integrated STEM Professional Development Model for elementary teachers was evaluated in terms of students' perceptions of the classroom learning environment and student outcomes towards mathematics. The sample consisted of 664 grade 3 - 5 mathematics students from 41 mathematics classrooms. Students from a STEM focused elementary school (Morriss) provided 191 student responses with 473 student responses coming from 4 other elementary schools within the same school district. The students responded to a learning environment questionnaire based on three scales from the What Is Happening In this Class (WIHIC) and the attitude scale from the Test Of Science Related Attitudes (TOSRA).Factor structure, internal consistency reliability, discriminate validity, and the ability to distinguish between different classes were supported by data analysis of Morriss and Other student groups. An ANOVA was used which produced statistically significant differences in the Cooperation scale. Morriss students' perceived higher levels of cooperation in their classrooms relative to Other students from schools within the same school district. Student outcomes (Achievement and Attitudes) showed a significant difference suggesting that the Morriss students may be performing better on Achievement assessments based on teacher preparation. However, data also suggest Similar groups of students enjoy their mathematics class at a significantly higher level than Morriss students.