How students come to be, know, and do : a case for a broad view of learning / Leslie Rupert Herrenkohl, Véronique Mertl.
By: Herrenkohl, Leslie Rupert.
Contributor(s): Mertl, Veronique.
Series: Learning in doing: Publisher: Cambridge : Cambridge University Press, 2010Description: xviii, 215 p. : ill. ; 24 cm.ISBN: 9780521515658 (hbk.); 0521515653 (hbk.).Subject(s): Learning -- United States -- Case studies | Science -- Study and teaching (Elementary) -- United States -- Case studies | Interpersonal relations -- Study and teaching (Elementary) -- United States -- Case studies | Group work in education -- United States -- Case studies | City children -- Education (Elementary) -- United States -- Case studiesDDC classification: 370.15230973| Item type | Current location | Shelf location | Call number | Copy number | Status | Notes | Date due | Barcode |
|---|---|---|---|---|---|---|---|---|
| Main Collection | Taylor's Library-TU |
Floor 4, Shelf 11 , Side 1, TierNo 1, BayNo 1 |
370.15230973 HER 2010 (Browse shelf) | 1 | Available | SABDx,27000,02,GR | 5000119261 |
Browsing Taylor's Library-TU Shelves Close shelf browser
| 370.1523 VYG 2003 Vygotsky's educational theory in cultural context / | 370.1523 YAM 2010 Activity systems analysis methods : | 370.1523 ZAD 2014 Multiple pathways to the student brain : | 370.15230973 HER 2010 How students come to be, know, and do : | 370.1524 M572 Pedagogy for creative problem solving | 370.1524 PAT 2009 Desperately seeking solutions : | 370.1524 USE 2010 Use of representations in reasoning and problem solving : |
Includes bibliographical references (p. 201-211) and index.