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100%: Leo Gafney, Contributor: Pratibha Varma-Nelson: Peer-Led Team Learning: Evaluation, Dissemination, and Institutionalization of a College Level Initiative (Innovations in Science Education and Technology) (ISBN: 9789048175598) 2010, Springer, in Englisch, Taschenbuch.Nur diese Ausgabe anzeigen…
100%: Leo Gafney;Pratibha Varma-Nelson: Peer-Led Team Learning: Evaluation, Dissemination, and Institutionalization of a College Level Initiative (ISBN: 9781402061868) in Englisch, auch als eBook.Nur diese Ausgabe anzeigen…
Peer-Led Team Learning: Evaluation, Dissemination, and Institutionalization of a College Level Initiative (Innovations in Science Education and Technology)
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Bester Preis: € 114,12 (vom 08.03.2017)1
Peer-Led Team Learning, Evaluation, Dissemination, And Institutionalization Of A College Level Initiative (2010)
NL PB NWISBN: 9789048175598 bzw. 9048175593, in Holländisch, Springer, Taschenbuch, neu.
Lieferung aus: Niederlande, Vermoedelijk 4-6 weken.
bol.com.
There seems to be no end to the flood of conferences, workshops, panel discussions, reports and research studies calling for change in the introductory science courses in our colleges and universities. But, there comes a time to move from criticism to action. In 1993, the Division of Undergraduate Education of the National Science Foundation called for proposals for systemic initiatives to change the way int- ductory chemistry is taught. One of the five awards was to design, develop and implemen... There seems to be no end to the flood of conferences, workshops, panel discussions, reports and research studies calling for change in the introductory science courses in our colleges and universities. But, there comes a time to move from criticism to action. In 1993, the Division of Undergraduate Education of the National Science Foundation called for proposals for systemic initiatives to change the way int- ductory chemistry is taught. One of the five awards was to design, develop and implement the peer-led Workshop, a new structure to help students learn science. This book is a study of 15 years of work by the Peer-Led Team Learning (PLTL) project, a national consortium of faculty, learning specialists and students. The authors have been in the thick of the action as project evaluator (Gafney) and co-principle investigator (Varma-Nelson). Readers of this book will find a story of successful change in educational practice, a story that continues today as new institutions, faculty, and disciplines adopt the PLTL model. They will learn the model in theory and in practice and the supporting data that encourage others to adopt and adapt PLTL to new sit- tions. Although the project has long since lost count of the number of implem- tations of the model, conservative estimates are that more than 100 community and four year colleges and a range of universities have adopted the PLTL model to advance student learning for more than 20,000 students in a variety of STEM disciplines.Taal: Engels;Afmetingen: 9x234x156 mm;Gewicht: 266,00 gram;Verschijningsdatum: november 2010;ISBN10: 9048175593;ISBN13: 9789048175598; Engelstalig | Paperback | 2010.
bol.com.
There seems to be no end to the flood of conferences, workshops, panel discussions, reports and research studies calling for change in the introductory science courses in our colleges and universities. But, there comes a time to move from criticism to action. In 1993, the Division of Undergraduate Education of the National Science Foundation called for proposals for systemic initiatives to change the way int- ductory chemistry is taught. One of the five awards was to design, develop and implemen... There seems to be no end to the flood of conferences, workshops, panel discussions, reports and research studies calling for change in the introductory science courses in our colleges and universities. But, there comes a time to move from criticism to action. In 1993, the Division of Undergraduate Education of the National Science Foundation called for proposals for systemic initiatives to change the way int- ductory chemistry is taught. One of the five awards was to design, develop and implement the peer-led Workshop, a new structure to help students learn science. This book is a study of 15 years of work by the Peer-Led Team Learning (PLTL) project, a national consortium of faculty, learning specialists and students. The authors have been in the thick of the action as project evaluator (Gafney) and co-principle investigator (Varma-Nelson). Readers of this book will find a story of successful change in educational practice, a story that continues today as new institutions, faculty, and disciplines adopt the PLTL model. They will learn the model in theory and in practice and the supporting data that encourage others to adopt and adapt PLTL to new sit- tions. Although the project has long since lost count of the number of implem- tations of the model, conservative estimates are that more than 100 community and four year colleges and a range of universities have adopted the PLTL model to advance student learning for more than 20,000 students in a variety of STEM disciplines.Taal: Engels;Afmetingen: 9x234x156 mm;Gewicht: 266,00 gram;Verschijningsdatum: november 2010;ISBN10: 9048175593;ISBN13: 9789048175598; Engelstalig | Paperback | 2010.
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Peer-Led Team Learning: Evaluation, Dissemination, and Institutionalization of a College Level Initiative (Innovations in Science Education and Technology) (2010)
EN PB USISBN: 9789048175598 bzw. 9048175593, in Englisch, 168 Seiten, Springer, Taschenbuch, gebraucht.
Lieferung aus: Vereinigtes Königreich Großbritannien und Nordirland, Usually dispatched within 1-2 business days, exclusief verzendkosten (indien geleverd).
Von Händler/Antiquariat, Herb Tandree Philosophy Books.
There seems to be no end to the flood of conferences, workshops, panel discussions, reports and research studies calling for change in the introductory science courses in our colleges and universities. But, there comes a time to move from criticism to action. In 1993, the Division of Undergraduate Education of the National Science Foundation called for proposals for systemic initiatives to change the way int- ductory chemistry is taught. One of the five awards was to design, develop and implement the peer-led Workshop, a new structure to help students learn science. This book is a study of 15 years of work by the Peer-Led Team Learning (PLTL) project, a national consortium of faculty, learning specialists and students. The authors have been in the thick of the action as project evaluator (Gafney) and co-principle investigator (Varma-Nelson). Readers of this book will find a story of successful change in educational practice, a story that continues today as new institutions, faculty, and disciplines adopt the PLTL model. They will learn the model in theory and in practice and the supporting data that encourage others to adopt and adapt PLTL to new sit- tions. Although the project has long since lost count of the number of implem- tations of the model, conservative estimates are that more than 100 community and four year colleges and a range of universities have adopted the PLTL model to advance student learning for more than 20,000 students in a variety of STEM disciplines. Paperback, Editie: Softcover reprint of hardcover 1st ed. 2008, Label: Springer, Springer, Productgroep: Book, Gepubliceerd: 2010-11-22, Releasedatum: 2010-11-22, Studio: Springer, Verkoop rang: 7362161.
Von Händler/Antiquariat, Herb Tandree Philosophy Books.
There seems to be no end to the flood of conferences, workshops, panel discussions, reports and research studies calling for change in the introductory science courses in our colleges and universities. But, there comes a time to move from criticism to action. In 1993, the Division of Undergraduate Education of the National Science Foundation called for proposals for systemic initiatives to change the way int- ductory chemistry is taught. One of the five awards was to design, develop and implement the peer-led Workshop, a new structure to help students learn science. This book is a study of 15 years of work by the Peer-Led Team Learning (PLTL) project, a national consortium of faculty, learning specialists and students. The authors have been in the thick of the action as project evaluator (Gafney) and co-principle investigator (Varma-Nelson). Readers of this book will find a story of successful change in educational practice, a story that continues today as new institutions, faculty, and disciplines adopt the PLTL model. They will learn the model in theory and in practice and the supporting data that encourage others to adopt and adapt PLTL to new sit- tions. Although the project has long since lost count of the number of implem- tations of the model, conservative estimates are that more than 100 community and four year colleges and a range of universities have adopted the PLTL model to advance student learning for more than 20,000 students in a variety of STEM disciplines. Paperback, Editie: Softcover reprint of hardcover 1st ed. 2008, Label: Springer, Springer, Productgroep: Book, Gepubliceerd: 2010-11-22, Releasedatum: 2010-11-22, Studio: Springer, Verkoop rang: 7362161.
3
Peer-Led Team Learning: Evaluation, Dissemination, and Institutionalization of a College Level Initiative (Innovations in Science Education and Technology) (2010)
EN PB NWISBN: 9789048175598 bzw. 9048175593, in Englisch, 168 Seiten, Springer, Taschenbuch, neu.
Lieferung aus: Vereinigtes Königreich Großbritannien und Nordirland, Usually dispatched within 1-2 business days, exclusief verzendkosten (indien geleverd).
Von Händler/Antiquariat, BOOKS etc.
There seems to be no end to the flood of conferences, workshops, panel discussions, reports and research studies calling for change in the introductory science courses in our colleges and universities. But, there comes a time to move from criticism to action. In 1993, the Division of Undergraduate Education of the National Science Foundation called for proposals for systemic initiatives to change the way int- ductory chemistry is taught. One of the five awards was to design, develop and implement the peer-led Workshop, a new structure to help students learn science. This book is a study of 15 years of work by the Peer-Led Team Learning (PLTL) project, a national consortium of faculty, learning specialists and students. The authors have been in the thick of the action as project evaluator (Gafney) and co-principle investigator (Varma-Nelson). Readers of this book will find a story of successful change in educational practice, a story that continues today as new institutions, faculty, and disciplines adopt the PLTL model. They will learn the model in theory and in practice and the supporting data that encourage others to adopt and adapt PLTL to new sit- tions. Although the project has long since lost count of the number of implem- tations of the model, conservative estimates are that more than 100 community and four year colleges and a range of universities have adopted the PLTL model to advance student learning for more than 20,000 students in a variety of STEM disciplines. Paperback, Editie: Softcover reprint of hardcover 1st ed. 2008, Label: Springer, Springer, Productgroep: Book, Gepubliceerd: 2010-11-22, Releasedatum: 2010-11-22, Studio: Springer, Verkoop rang: 7362161.
Von Händler/Antiquariat, BOOKS etc.
There seems to be no end to the flood of conferences, workshops, panel discussions, reports and research studies calling for change in the introductory science courses in our colleges and universities. But, there comes a time to move from criticism to action. In 1993, the Division of Undergraduate Education of the National Science Foundation called for proposals for systemic initiatives to change the way int- ductory chemistry is taught. One of the five awards was to design, develop and implement the peer-led Workshop, a new structure to help students learn science. This book is a study of 15 years of work by the Peer-Led Team Learning (PLTL) project, a national consortium of faculty, learning specialists and students. The authors have been in the thick of the action as project evaluator (Gafney) and co-principle investigator (Varma-Nelson). Readers of this book will find a story of successful change in educational practice, a story that continues today as new institutions, faculty, and disciplines adopt the PLTL model. They will learn the model in theory and in practice and the supporting data that encourage others to adopt and adapt PLTL to new sit- tions. Although the project has long since lost count of the number of implem- tations of the model, conservative estimates are that more than 100 community and four year colleges and a range of universities have adopted the PLTL model to advance student learning for more than 20,000 students in a variety of STEM disciplines. Paperback, Editie: Softcover reprint of hardcover 1st ed. 2008, Label: Springer, Springer, Productgroep: Book, Gepubliceerd: 2010-11-22, Releasedatum: 2010-11-22, Studio: Springer, Verkoop rang: 7362161.
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Peer-Led Team Learning: Evaluation Dissemination and Institutionalization of a College Level Initiative
DE NW EBISBN: 9781402061868 bzw. 1402061862, in Deutsch, Springer-Verlag GmbH, Springer-Verlag GmbH, neu, E-Book.
Lieferung aus: Deutschland, Versandkostenfrei, in stock.
Peer-Led Team Learning: Evaluation Dissemination and Institutionalization of a College Level Initiative: ab 117.49 €.
Peer-Led Team Learning: Evaluation Dissemination and Institutionalization of a College Level Initiative: ab 117.49 €.
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