Sue Wise – författare
2 782 kr
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595 kr
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`This is a valuable and well-written book which deserves to be widely read' - Support for Learning
`The structure of the book is well organized and the use of marginal summaries is particularly use for those wishing an overview of the key themes from the book' - Educational Psychology in Practice
HIGHLY COMMENDED TES/NASEN BEST ACADEMIC BOOK AWARD 2001
Susan gained her doctorate by researching the experiences of young people who had become disaffected with school. Here, she uses that information to provide a fascinating insight into the feelings and views of those young people who are hard to motivate. What we learn from her work is that we might not like what we hear, we might not agree with what we hear, but, if we are to include these young people in our schools, then we must listen to them.
This book very cleverly combines the academic study with a practical, accessible format. Margin summaries allow the browser to find relevant material. Most importantly, the book provides teachers with suggestions on how to better provide for the pupils who are hard to reach and hard to teach.
3 244 kr
Läs direkt efter köp
Breaking Out is one of the classics of feminist sociology. In this new edition Liz Stanley and Sue Wise review the main developments in feminist thinking on research issues since the book first appeared.
3 244 kr
Läs direkt efter köp
Breaking Out is one of the classics of feminist sociology. In this new edition Liz Stanley and Sue Wise review the main developments in feminist thinking on research issues since the book first appeared.
1 200 kr
Skickas inom 3-6 vardagar
`This is a valuable and well-written book which deserves to be widely read' - Support for Learning
`The structure of the book is well organized and the use of marginal summaries is particularly use for those wishing an overview of the key themes from the book' - Educational Psychology in Practice
HIGHLY COMMENDED TES/NASEN BEST ACADEMIC BOOK AWARD 2001
Susan gained her doctorate by researching the experiences of young people who had become disaffected with school. Here, she uses that information to provide a fascinating insight into the feelings and views of those young people who are hard to motivate. What we learn from her work is that we might not like what we hear, we might not agree with what we hear, but, if we are to include these young people in our schools, then we must listen to them.
This book very cleverly combines the academic study with a practical, accessible format. Margin summaries allow the browser to find relevant material. Most importantly, the book provides teachers with suggestions on how to better provide for the pupils who are hard to reach and hard to teach.