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Verlag: University of Chicago Press, 1996
ISBN 10: 0226021238ISBN 13: 9780226021232
Anbieter: Better World Books, Mishawaka, IN, USA
Buch
Zustand: Good. New Ed. Used book that is in clean, average condition without any missing pages.
Verlag: University of Chicago Press, 1996
ISBN 10: 0226021238ISBN 13: 9780226021232
Anbieter: Better World Books, Mishawaka, IN, USA
Buch
Zustand: Very Good. New Ed. Former library book; may include library markings. Used book that is in excellent condition. May show signs of wear or have minor defects.
Verlag: University of Chicago Press, 1996
ISBN 10: 0226021238ISBN 13: 9780226021232
Anbieter: WorldofBooks, Goring-By-Sea, WS, Vereinigtes Königreich
Buch
Paperback. Zustand: Fine.
Verlag: University of Chicago Press, 1996
ISBN 10: 0226021238ISBN 13: 9780226021232
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: University of Chicago Press 1996-05-09, Chicago, [Ill.] |London, 1996
ISBN 10: 0226021238ISBN 13: 9780226021232
Anbieter: Blackwell's, London, Vereinigtes Königreich
Buch
paperback. Zustand: New. Language: ENG.
Verlag: University of Chicago Press, 1996
ISBN 10: 0226021238ISBN 13: 9780226021232
Anbieter: Kloof Booksellers & Scientia Verlag, Amsterdam, Niederlande
Buch
Zustand: as new. Chicago : University of Chicago Press, 1996. Paperback. viii,149 pp. Condition : fine. Condition : as new copy. ISBN 9780226021232. Keywords : EDUCATION,
Verlag: UNIV OF CHICAGO PR, 1996
ISBN 10: 0226021238ISBN 13: 9780226021232
Anbieter: moluna, Greven, Deutschland
Buch
Zustand: New. Going against the common approach to curriculum planning in American schools and universities, this book suggests that different curricula should be seen as ongoing conversations, with teaching and learning as processes through which students become active .