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Class Size and Pupil?Teacher Ratios - Where Education and Economics Collide
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Bester Preis: € 43,86 (vom 24.12.2017)1
Class Size and Pupil-Teacher Ratios: Where Education and Economics Collide
EN EBISBN: 9781681235622 bzw. 1681235625, in Englisch, Vitalsource Technologies, Inc. E-Book.
Lieferung aus: Vereinigte Staaten von Amerika, In Stock.
9781681235622,1681235625,class,size,pupil-teacher,ratios, A digital copy of "Class Size and Pupil-Teacher Ratios: Where Education and Economics Collide" by Chris Peers. Download is immediately available upon purchase! eBook, Format: VitalSource. Type: . Copying: Allowed, .2Â.36 selections may be copied every 2Â.365 days. Printable: Allowed, .2Â.36 prints for 2Â.365 days. Expires: No Expiration. Read Aloud?: Allowed. Sharing: Not Allowed. Software: Online: No additional software required Offline: VitalSource Bookshelf. Shipping to USA only!
9781681235622,1681235625,class,size,pupil-teacher,ratios, A digital copy of "Class Size and Pupil-Teacher Ratios: Where Education and Economics Collide" by Chris Peers. Download is immediately available upon purchase! eBook, Format: VitalSource. Type: . Copying: Allowed, .2Â.36 selections may be copied every 2Â.365 days. Printable: Allowed, .2Â.36 prints for 2Â.365 days. Expires: No Expiration. Read Aloud?: Allowed. Sharing: Not Allowed. Software: Online: No additional software required Offline: VitalSource Bookshelf. Shipping to USA only!
2
King Stephen and The Anarchy (2018)
EN NW EB DLISBN: 9781473863699 bzw. 1473863694, in Englisch, Pen and Sword Military, Pen and Sword Military, Pen and Sword Military, neu, E-Book, elektronischer Download.
Lieferung aus: Vereinigte Staaten von Amerika, in-stock.
The Anarchy, the protracted struggle between Stephen of Blois and the Empress Matilda for the English crown between 1135 and 1154, is often seen as a disastrous breakdown in one of the best-governed kingdoms of medieval Europe. But perhaps the impact of the conflict has been overstated, and its effect on the common people across the country is hard to judge. That is why Chris Peerss fresh study of this fascinating and controversial era is of such value. He describes each phase of this civil war, in particular the castles and sieges that dominated strategic thinking, and he sets the fighting in the context of the changing tactics and military systems of the twelfth century. His fresh account of this pivotal episode in the medieval history of England will be absorbing reading anyone who is keen to gain an insight into this period of English history and has a special interest in the practice of medieval warfare.
The Anarchy, the protracted struggle between Stephen of Blois and the Empress Matilda for the English crown between 1135 and 1154, is often seen as a disastrous breakdown in one of the best-governed kingdoms of medieval Europe. But perhaps the impact of the conflict has been overstated, and its effect on the common people across the country is hard to judge. That is why Chris Peerss fresh study of this fascinating and controversial era is of such value. He describes each phase of this civil war, in particular the castles and sieges that dominated strategic thinking, and he sets the fighting in the context of the changing tactics and military systems of the twelfth century. His fresh account of this pivotal episode in the medieval history of England will be absorbing reading anyone who is keen to gain an insight into this period of English history and has a special interest in the practice of medieval warfare.
3
Class Size and Pupil?Teacher Ratios (2016)
EN NW EB DLISBN: 9781681235622 bzw. 1681235625, in Englisch, Information Age Publishing, Information Age Publishing, Information Age Publishing, neu, E-Book, elektronischer Download.
Lieferung aus: Vereinigte Staaten von Amerika, in-stock.
This book provides a "primer" with respect to the debate about class size between economists and educators. In particular it offers an overview of how economists look at school funding problems, and makes a comparison between the work of the Chicago School and others like Eric Hanushek, which has focused intensely on the economic relationship between public spending on educational resources and the cost of equipping and expanding school infrastructure, and student outcomes. The book therefore focuses on class size as a primary example of the way in which economists have come to treat teaching and learning as a site for the development of human capital. The book also takes a historical look at the debate about class size from the perspective of theories about public choice, which have emerged from the Chicago School through the writings of Milton Friedman. This raises the issue of how the notion of the "public" is understood, and whether educators and economists are coming from different perspectives about what schools should do for the community. Many educationists think about the problem of class size from the perspective of a classroom teacher, who must "eyeball" her students and regard them as flesh?and?blood individuals, whereas economists deal in statistical numbers and should therefore be understood as regarding class size as symptomatic of population issues. The book surveys the two sides of the long?standing debate about class size and its supposed relationship to student achievement. The aim is to disclose a theoretical principle that is adopted by both sides in the debate, even if neither side is conscious of it. This principle relates to the issue of individuals and populations as a binary opposition that supplies either side with a valid viewpoint. The book explores this principle, arguing that each of these opposing perspectives depends on the other for its own logical outcome. The book analyses the procedure of opposing individuals to populations and.
This book provides a "primer" with respect to the debate about class size between economists and educators. In particular it offers an overview of how economists look at school funding problems, and makes a comparison between the work of the Chicago School and others like Eric Hanushek, which has focused intensely on the economic relationship between public spending on educational resources and the cost of equipping and expanding school infrastructure, and student outcomes. The book therefore focuses on class size as a primary example of the way in which economists have come to treat teaching and learning as a site for the development of human capital. The book also takes a historical look at the debate about class size from the perspective of theories about public choice, which have emerged from the Chicago School through the writings of Milton Friedman. This raises the issue of how the notion of the "public" is understood, and whether educators and economists are coming from different perspectives about what schools should do for the community. Many educationists think about the problem of class size from the perspective of a classroom teacher, who must "eyeball" her students and regard them as flesh?and?blood individuals, whereas economists deal in statistical numbers and should therefore be understood as regarding class size as symptomatic of population issues. The book surveys the two sides of the long?standing debate about class size and its supposed relationship to student achievement. The aim is to disclose a theoretical principle that is adopted by both sides in the debate, even if neither side is conscious of it. This principle relates to the issue of individuals and populations as a binary opposition that supplies either side with a valid viewpoint. The book explores this principle, arguing that each of these opposing perspectives depends on the other for its own logical outcome. The book analyses the procedure of opposing individuals to populations and.
4
Class Size and Pupil?Teacher Ratios - Where Education and Economics Collide
EN NW EB DLISBN: 9781681235622 bzw. 1681235625, in Englisch, IAP - Information Age Publishing, neu, E-Book, elektronischer Download.
Lieferung aus: Deutschland, E-Book zum Download.
This book provides a primer with respect to the debate about class size between economists and educators. In particular it offers an overview of how economists look at school funding problems, and makes a comparison between the work of the Chicago School and others like Eric Hanushek, which has focused intensely on the economic relationship between public spending on educational resources and the cost of equipping and expanding school infrastructure, and student outcomes. The book therefore focuses on class size as a primary example of the way in which economists have come to treat teaching and learning as a site for the development of human capital. The book also takes a historical look at the debate about class size from the perspective of theories about public choice, which have emerged from the Chicago School through the writings of Milton Friedman. This raises the issue of how the notion of the public is understood, and whether educators and economists are coming from different perspectives about what schools should do for the community. Many educationists think about the problem of class size from the perspective of a classroom teacher, who must eyeball her students and regard them as flesh?and?blood individuals, whereas economists deal in statistical numbers and should therefore be understood as regarding class size as symptomatic of population issues The book surveys the two sides of the long?standing debate about class size and its supposed relationship to student achievement. The aim is to disclose a theoretical principle that is adopted by both sides in the debate, even if neither side is conscious of it. This principle relates to the issue of individuals and populations as a binary opposition that supplies either side with a valid viewpoint. The book explores this principle, arguing that each of these opposing perspectives depends on the other for its own logical outcome. The book analyses the procedure of opposing individuals to populations and demonstrates that the question of class size could be more effectively approached by dealing with the principle that is at its core.
This book provides a primer with respect to the debate about class size between economists and educators. In particular it offers an overview of how economists look at school funding problems, and makes a comparison between the work of the Chicago School and others like Eric Hanushek, which has focused intensely on the economic relationship between public spending on educational resources and the cost of equipping and expanding school infrastructure, and student outcomes. The book therefore focuses on class size as a primary example of the way in which economists have come to treat teaching and learning as a site for the development of human capital. The book also takes a historical look at the debate about class size from the perspective of theories about public choice, which have emerged from the Chicago School through the writings of Milton Friedman. This raises the issue of how the notion of the public is understood, and whether educators and economists are coming from different perspectives about what schools should do for the community. Many educationists think about the problem of class size from the perspective of a classroom teacher, who must eyeball her students and regard them as flesh?and?blood individuals, whereas economists deal in statistical numbers and should therefore be understood as regarding class size as symptomatic of population issues The book surveys the two sides of the long?standing debate about class size and its supposed relationship to student achievement. The aim is to disclose a theoretical principle that is adopted by both sides in the debate, even if neither side is conscious of it. This principle relates to the issue of individuals and populations as a binary opposition that supplies either side with a valid viewpoint. The book explores this principle, arguing that each of these opposing perspectives depends on the other for its own logical outcome. The book analyses the procedure of opposing individuals to populations and demonstrates that the question of class size could be more effectively approached by dealing with the principle that is at its core.
5
King Stephen And The Anarchy: Civil War And Military Tactics In Twelfth-century Britain
EN NWISBN: 9781473863675 bzw. 1473863678, in Englisch, Pen and Sword, neu.
Lieferung aus: Kanada, In Stock, plus shipping.
Chris Peers, Books, History, King Stephen And The Anarchy: Civil War And Military Tactics In Twelfth-century Britain, The Anarchy, the protracted struggle between Stephen of Blois and the Empress Matilda for the English crown between 1135 and 1154, is often seen as a disastrous breakdown in one of the best-governed kingdoms of medieval Europe. But perhaps the impact of the conflict has been overstated, and its effect on the common people across the country is hard to judge. That is why Chris Peerss fresh study of this fascinating and controversial era is of such value. He describes each phase of this civil war, in particular the castles and sieges that dominated strategic thinking, and he sets the fighting in the context of the changing tactics and military systems of the twelfth century. His fresh account of this pivotal episode in the medieval history of England will be absorbing reading anyone who is keen to gain an insight into this period of English history and has a special interest in the practice of medieval warfare.
Chris Peers, Books, History, King Stephen And The Anarchy: Civil War And Military Tactics In Twelfth-century Britain, The Anarchy, the protracted struggle between Stephen of Blois and the Empress Matilda for the English crown between 1135 and 1154, is often seen as a disastrous breakdown in one of the best-governed kingdoms of medieval Europe. But perhaps the impact of the conflict has been overstated, and its effect on the common people across the country is hard to judge. That is why Chris Peerss fresh study of this fascinating and controversial era is of such value. He describes each phase of this civil war, in particular the castles and sieges that dominated strategic thinking, and he sets the fighting in the context of the changing tactics and military systems of the twelfth century. His fresh account of this pivotal episode in the medieval history of England will be absorbing reading anyone who is keen to gain an insight into this period of English history and has a special interest in the practice of medieval warfare.
6
Class Size and Pupil-Teacher Ratios
EN NWISBN: 9781681235615 bzw. 1681235617, in Englisch, Information Age Publishing, neu.
Lieferung aus: Vereinigtes Königreich Großbritannien und Nordirland, in-stock.
This book provides a "primer" with respect to the debate about class size between economists and educators. In particular it offers an overview of how economists look at school funding problems, and makes a comparison between the work of the Chicago School and others like Eric Hanushek, which has focused intensely on the economic relationship between public spending on educational resources and the cost of equipping and expanding school infrastructure, and student outcomes. The book therefore focuses on class size as a primary example of the way in which economists have come to treat teaching and learning as a site for the development of human capital. The book also takes a historical look at the debate about class size from the perspective of theories about public choice, which have emerged from the Chicago School through the writings of Milton Friedman. This raises the issue of how the notion of the "public" is understood, and whether educators and economists are coming from different perspectives about what schools should do for the community. Many educationists think about the problem of class size from the perspective of a classroom teacher, who must "eyeball" her students and regard them as flesh and blood individuals, whereas economists deal in statistical numbers and should therefore be understood as regarding class size as symptomatic of population issues. The book surveys the two sides of the long standing debate about class size and its supposed relationship to student achievement. The aim is to disclose a theoretical principle that is adopted by both sides in the debate, even if neither side is conscious of it. This principle relates to the issue of individuals and populations as a binary opposition that supplies either side with a valid viewpoint. The book explores this principle, arguing that each of these opposing perspectives depends on the other for its own logical outcome. The book analyses the procedure of opposing individuals to populations A.
This book provides a "primer" with respect to the debate about class size between economists and educators. In particular it offers an overview of how economists look at school funding problems, and makes a comparison between the work of the Chicago School and others like Eric Hanushek, which has focused intensely on the economic relationship between public spending on educational resources and the cost of equipping and expanding school infrastructure, and student outcomes. The book therefore focuses on class size as a primary example of the way in which economists have come to treat teaching and learning as a site for the development of human capital. The book also takes a historical look at the debate about class size from the perspective of theories about public choice, which have emerged from the Chicago School through the writings of Milton Friedman. This raises the issue of how the notion of the "public" is understood, and whether educators and economists are coming from different perspectives about what schools should do for the community. Many educationists think about the problem of class size from the perspective of a classroom teacher, who must "eyeball" her students and regard them as flesh and blood individuals, whereas economists deal in statistical numbers and should therefore be understood as regarding class size as symptomatic of population issues. The book surveys the two sides of the long standing debate about class size and its supposed relationship to student achievement. The aim is to disclose a theoretical principle that is adopted by both sides in the debate, even if neither side is conscious of it. This principle relates to the issue of individuals and populations as a binary opposition that supplies either side with a valid viewpoint. The book explores this principle, arguing that each of these opposing perspectives depends on the other for its own logical outcome. The book analyses the procedure of opposing individuals to populations A.
7
King Stephen and The Anarchy als eBook von Chris Peers
EN NW EB DLISBN: 9781473863699 bzw. 1473863694, in Englisch, Casemate Publishers and Book Distributors, LLC, neu, E-Book, elektronischer Download.
King Stephen and The Anarchy ab 20.99 EURO Civil War and Military Tactics in Twelfth-Century Britain.
8
King Stephen and The Anarchy: Civil War and Military Tactics in Twelfth-Century Britain
EN NW EBISBN: 9781473863699 bzw. 1473863694, in Englisch, Pen and Sword, neu, E-Book.
Lieferung aus: Vereinigte Staaten von Amerika, In Stock.
King-Stephen-and-The-Anarchy~~Chris-Peers, King Stephen and The Anarchy: Civil War and Military Tactics in Twelfth-Century Britain, NOOK Book (eBook).
King-Stephen-and-The-Anarchy~~Chris-Peers, King Stephen and The Anarchy: Civil War and Military Tactics in Twelfth-Century Britain, NOOK Book (eBook).
10
King Stephen and The Anarchy: Civil War and Military Tactics in Twelfth-Century Britain
EN HC NWISBN: 9781473863675 bzw. 1473863678, in Englisch, Pen & Sword Books Limited, gebundenes Buch, neu.
Lieferung aus: Vereinigte Staaten von Amerika, In Stock.
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Die Beschreibung dieses Angebotes ist von geringer Qualität oder in einer Fremdsprache. Trotzdem anzeigen
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