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Ch. 1 | Radical-local teaching and learning for education and human development | 9 |
Ch. 2 | Education in a societal perspective | 17 |
Ch. 3 | An introduction to radical-local teaching and learning | 33 |
Ch. 4 | The relation of knowledge to teaching and learning from a radical-local perspective | 51 |
Ch. 5 | Child development and learning | 61 |
Ch. 6 | The double move approach to instruction | 69 |
Ch. 7 | The East Harlem community from a cultural-historical perspective | 83 |
Ch. 8 | Puerto Ricans and education in New York city | 101 |
Ch. 9 | Organization, content, participants and evaluation of the teaching programme | 111 |
Ch. 10 | The goal formation phase | 121 |
Ch. 11 | Researching family life and living conditions in early 20th century Puerto Rico | 131 |
Ch. 12 | Researching the history of their city and starting model formulation | 151 |
Ch. 13 | Community modelling and model use | 163 |
Ch. 14 | Discussion of the teaching experiment | 181 |
Ch. 15 | Radical-local teaching and learning and educational practice | 191 |
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Add Radical-Local Teaching and Learning: A Cultural-Historical Approach, The cultural-historical approach started in the 1930s by Lev Vygotsky, who held that learning and instruction are the means to development, is the foundation for the Radical-Local Theory of Teaching and Learning formulated by Mariane Hedegaard and Seth Ch, Radical-Local Teaching and Learning: A Cultural-Historical Approach to the inventory that you are selling on WonderClubX
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Add Radical-Local Teaching and Learning: A Cultural-Historical Approach, The cultural-historical approach started in the 1930s by Lev Vygotsky, who held that learning and instruction are the means to development, is the foundation for the Radical-Local Theory of Teaching and Learning formulated by Mariane Hedegaard and Seth Ch, Radical-Local Teaching and Learning: A Cultural-Historical Approach to your collection on WonderClub |