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How students come to be, know, and do : a case for a broad view of learning / / Leslie Rupert Herrenkohl, Véronique Mertl [[electronic resource]]
| How students come to be, know, and do : a case for a broad view of learning / / Leslie Rupert Herrenkohl, Véronique Mertl [[electronic resource]] |
| Autore | Herrenkohl Leslie Rupert <1966-> |
| Pubbl/distr/stampa | Cambridge : , : Cambridge University Press, , 2010 |
| Descrizione fisica | 1 online resource (xviii, 215 pages) : digital, PDF file(s) |
| Disciplina | 370.15/230973 |
| Collana | Learning in doing : social, cognitive and computational perspectives |
| Soggetto topico |
Learning - United States
Science - Study and teaching (Elementary) - United States Interpersonal relations - Study and teaching (Elementary) - United States Group work in education - United States City children - Education (Elementary) - United States |
| ISBN |
0-511-85164-2
1-107-20644-8 1-282-81818-X 9786612818189 0-511-91755-4 0-511-91657-4 0-511-91476-8 0-511-91853-4 0-511-77760-4 0-511-91296-X |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Machine generated contents note: Introduction; 1. The context lens; 2. How ways of knowing, doing, and being emerged in the classroom: interpersonal interactions and the creation of community, part I; 3. How ways of knowing, doing, and being emerged in the classroom: interpersonal interactions and the creation of community, part II; 4. Personal lens of analysis: individual learning trajectories; Conclusion. |
| Altri titoli varianti | How Students Come to Be, Know, & Do |
| Record Nr. | UNINA-9910459318803321 |
Herrenkohl Leslie Rupert <1966->
|
||
| Cambridge : , : Cambridge University Press, , 2010 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
How students come to be, know, and do : a case for a broad view of learning / / Leslie Rupert Herrenkohl, Véronique Mertl [[electronic resource]]
| How students come to be, know, and do : a case for a broad view of learning / / Leslie Rupert Herrenkohl, Véronique Mertl [[electronic resource]] |
| Autore | Herrenkohl Leslie Rupert <1966-> |
| Pubbl/distr/stampa | Cambridge : , : Cambridge University Press, , 2010 |
| Descrizione fisica | 1 online resource (xviii, 215 pages) : digital, PDF file(s) |
| Disciplina | 370.15/230973 |
| Collana | Learning in doing : social, cognitive and computational perspectives |
| Soggetto topico |
Learning - United States
Science - Study and teaching (Elementary) - United States Interpersonal relations - Study and teaching (Elementary) - United States Group work in education - United States City children - Education (Elementary) - United States |
| ISBN |
0-511-85164-2
1-107-20644-8 1-282-81818-X 9786612818189 0-511-91755-4 0-511-91657-4 0-511-91476-8 0-511-91853-4 0-511-77760-4 0-511-91296-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Machine generated contents note: Introduction; 1. The context lens; 2. How ways of knowing, doing, and being emerged in the classroom: interpersonal interactions and the creation of community, part I; 3. How ways of knowing, doing, and being emerged in the classroom: interpersonal interactions and the creation of community, part II; 4. Personal lens of analysis: individual learning trajectories; Conclusion. |
| Altri titoli varianti | How Students Come to Be, Know, & Do |
| Record Nr. | UNINA-9910785263603321 |
|
Herrenkohl Leslie Rupert <1966->
|
||
| Cambridge : , : Cambridge University Press, , 2010 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
How students come to be, know, and do : a case for a broad view of learning / / Leslie Rupert Herrenkohl, Véronique Mertl [[electronic resource]]
| How students come to be, know, and do : a case for a broad view of learning / / Leslie Rupert Herrenkohl, Véronique Mertl [[electronic resource]] |
| Autore | Herrenkohl Leslie Rupert <1966-> |
| Pubbl/distr/stampa | Cambridge : , : Cambridge University Press, , 2010 |
| Descrizione fisica | 1 online resource (xviii, 215 pages) : digital, PDF file(s) |
| Disciplina | 370.15/230973 |
| Collana | Learning in doing : social, cognitive and computational perspectives |
| Soggetto topico |
Learning - United States
Science - Study and teaching (Elementary) - United States Interpersonal relations - Study and teaching (Elementary) - United States Group work in education - United States City children - Education (Elementary) - United States |
| ISBN |
0-511-85164-2
1-107-20644-8 1-282-81818-X 9786612818189 0-511-91755-4 0-511-91657-4 0-511-91476-8 0-511-91853-4 0-511-77760-4 0-511-91296-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Machine generated contents note: Introduction; 1. The context lens; 2. How ways of knowing, doing, and being emerged in the classroom: interpersonal interactions and the creation of community, part I; 3. How ways of knowing, doing, and being emerged in the classroom: interpersonal interactions and the creation of community, part II; 4. Personal lens of analysis: individual learning trajectories; Conclusion. |
| Altri titoli varianti | How Students Come to Be, Know, & Do |
| Record Nr. | UNINA-9910822755203321 |
|
Herrenkohl Leslie Rupert <1966->
|
||
| Cambridge : , : Cambridge University Press, , 2010 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
