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Corwin Press. Used - Very Good. Used book that is in excellent condition. May show signs of wear or have minor defects.
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Differentiating Instruction With Style: Aligning Teacher and Learner Intelligences for Maximum Achievement Paperback - 2005
by Gayle H. Gregory
First line
In the dark ages when we started teaching, we were not held accountable for much of anything related to student growth and achievement.
Details
- Title Differentiating Instruction With Style: Aligning Teacher and Learner Intelligences for Maximum Achievement
- Author Gayle H. Gregory
- Binding Paperback
- Pages 184
- Volumes 1
- Language ENG
- Publisher Corwin Publishers
- Date 2005-05-18
- Features Bibliography, Index
- ISBN 9780761931621 / 0761931627
- Weight 0.87 lbs (0.39 kg)
- Dimensions 9.9 x 6.96 x 0.55 in (25.15 x 17.68 x 1.40 cm)
- Library of Congress subjects Individualized instruction, Mixed ability grouping in education
- Library of Congress Catalog Number 2005003286
- Dewey Decimal Code 371.394
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Differentiating Instruction with Style : Aligning Teacher and Learner Intelligences for Maximum Achievement
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Corwin. Used - Good. Good condition. A copy that has been read but remains intact. May contain markings such as bookplates, stamps, limited notes and highlighting, or a few light stains. Bundled media such as CDs, DVDs, floppy disks or access codes may not be included.
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Differentiating Instruction with Style : Aligning Teacher and Learner Intelligences for Maximum Achievement
by Gayle H. Gregory
- Used
- Paperback
- Condition
- New
- Binding
- Paperback
- ISBN 10 / ISBN 13
- 9780761931621 / 0761931627
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Corwin Press, 2005. Paperback. Like New. Pages are clean and are not marred by notes or folds of any kind. ~ ThriftBooks: Read More, Spend Less.Dust jacket quality is not guaranteed.
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Differentiating Instruction with Style : Aligning Teacher and Learner Intelligences for Maximum Achievement
by Gayle H. Gregory
- Used
- Good
- Paperback
- Condition
- Used - Good
- Binding
- Paperback
- ISBN 10 / ISBN 13
- 9780761931621 / 0761931627
- Quantity Available
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Corwin Press, 2005. Paperback. Good. Disclaimer:Pages can have notes/highlighting. Spine may show signs of wear. ~ ThriftBooks: Read More, Spend Less.Dust jacket quality is not guaranteed.
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Differentiating Instruction With Style: Aligning Teacher and Learner Intelligences for Maximum Achievement
by Gregory, Gayle H
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Differentiating Instruction With Style: Aligning Teacher and Learner Intelligences for Maximum Achievement
by Gayle H. Gregory
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Acceptable. IMP: Acceptable- Do not include ACCESS CODE, CD-ROM or companion materials even if stated in item title. It may contain highlighting/markings throughout, and the covers and corners may show shelf wear. Corners, pages may be dent. All text is legible.
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Differentiating Instruction With Style: Aligning Teacher and Learner Intelligences for Maximum Achievement
by Gayle H. Gregory
- Used
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- Condition
- Used - Good
- ISBN 10 / ISBN 13
- 9780761931621 / 0761931627
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Artesia, California, United States
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Differentiating Instruction With Style: Aligning Teacher and Learner Intelligences for Maximum Achievement
by Gregory, Gayle H
- Used
- Paperback
- Condition
- Used:Good
- Edition
- 1
- Binding
- Paperback
- ISBN 10 / ISBN 13
- 9780761931621 / 0761931627
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Corwin, 2005-05-18. 1. paperback. Used:Good.
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Differentiating Instruction With Style: Aligning Teacher and Learner Intelligences for Maximum Achievement
by Gayle H. Gregory
- New
- Paperback
- Condition
- New
- Binding
- Paperback
- ISBN 10 / ISBN 13
- 9780761931621 / 0761931627
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Southport, Merseyside, United Kingdom
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Paperback / softback. New. A synthesis of essential research and theory combined with strategies and templates for selecting what works best for diverse learners from among all the core theories.
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Differentiating Instruction With Style: Aligning Teacher and Learner Intelligences for Maximum Achievement
by Gayle H. Gregory
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- New
- ISBN 10 / ISBN 13
- 9780761931621 / 0761931627
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New. New Book; Fast Shipping from UK; Not signed; Not First Edition; A synthesis of essential research and theory combined with strategies and templates for selecting what works best for diverse learners from among all the core theories.
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