Curriculum As Conversation

New. Well packaged and promptly shipped from California. Partnered with Friends of the Library since 2010.

University of Chicago Press, 1996. Paperback. Acceptable. Readable copy. Pages may have considerable notes/highlighting. ~ ThriftBooks: Read More, Spend Less.Dust jacket quality is not guaranteed.

University of Chicago Press, 1996. Paperback. Very Good. May have limited writing in cover pages. Pages are unmarked. ~ ThriftBooks: Read More, Spend Less.Dust jacket quality is not guaranteed.

University of Chicago Press, May 1996. Trade . Very Good. Very Good Softcover. Light soiling and shelfwear to covers. Pages clean and tight in binding. Pictures available upon request. A locally owned, independent book shop since 1984.

University of Chicago Press. Used - Very Good. Former library book; may include library markings. Used book that is in excellent condition. May show signs of wear or have minor defects.

University of Chicago Press. Used - Good. Used book that is in clean, average condition without any missing pages.

University of Chicago Press. New. Special order direct from the distributor

Paperback. Very Good.

Paperback. Like New.

University of Chicago Press. Used - Very Good. Former library book; may include library markings. Used book that is in excellent condition. May show signs of wear or have minor defects.

University of Chicago Press. Used - Good. Former library book; may include library markings. Used book that is in clean, average condition without any missing pages.

Paperback. Fine.

Paperback / softback. New. Going against the common approach to curriculum planning in American schools and universities, this book suggests that different curricula should be seen as ongoing conversations, with teaching and learning as processes through which students become active participants in those conversations.

Paperback / softback. New. Going against the common approach to curriculum planning in American schools and universities, this book suggests that different curricula should be seen as ongoing conversations, with teaching and learning as processes through which students become active participants in those conversations.

University of Chicago Press, 1996-05-15. Paperback. New. New. In shrink wrap. Looks like an interesting title!

hardcover. Good. Access codes and supplements are not guaranteed with used items. May be an ex-library book.

paperback. Good. Access codes and supplements are not guaranteed with used items.