| Record ID | marc_loc_2016/BooksAll.2016.part30.utf8:205464808:1015 |
| Source | Library of Congress |
| Download Link | /show-records/marc_loc_2016/BooksAll.2016.part30.utf8:205464808:1015?format=raw |
LEADER: 01015cam a22002654a 4500
001 2003068737
003 DLC
005 20040707153552.0
008 031208s2004 nyua b 001 0 eng
010 $a 2003068737
020 $a0807744581 (cloth : alk. paper)
020 $a0807744573 (pbk. : alk. paper)
040 $aDLC$cDLC$dDLC
042 $apcc
043 $an-us---
050 00 $aLB2822.75$b.T42 2004
082 00 $a371.2/03$222
245 00 $aTeaching as inquiry :$basking hard questions to improve practice and student achievement /$cAlexandra Weinbaum ... [et al.].
260 $aNew York :$bTeachers College Press ;$aOxford, Ohio :$bNational Staff Development Council,$cc2004.
300 $axvii, 172 p. :$bill. ;$c23 cm.
440 4 $aThe practitioner inquiry series
504 $aIncludes bibliographical references (p. 157-159) and index.
650 0 $aEducational evaluation$zUnited States$vCase studies.
650 0 $aGroup work in education$zUnited States$vCase studies.
700 1 $aWeinbaum, Alexandra.