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000261349 010__ $$a  2002005662
000261349 015__ $$aGBA2-Y3524
000261349 019__ $$a50301092
000261349 020__ $$a0787956465 (alk. paper)
000261349 035__ $$a(OCoLC)ocm49238562
000261349 035__ $$a261349
000261349 040__ $$aDLC$$cDLC$$dUKM$$dC#P
000261349 042__ $$apcc
000261349 049__ $$aISEA
000261349 05000 $$aLB2331$$b.W39 2002
000261349 08200 $$a378.1/2$$221
000261349 1001_ $$aWeimer, Maryellen,$$d1947-
000261349 24510 $$aLearner-centered teaching :$$bfive key changes to practice /$$cMaryellen Weimer.
000261349 250__ $$a1st ed.
000261349 260__ $$aSan Francisco :$$bJossey-Bass,$$cc2002.
000261349 300__ $$axxv, 258 p. ;$$c24 cm.
000261349 440_4 $$aThe Jossey-Bass higher and adult education series
000261349 504__ $$aIncludes bibliographical references (p. 224-242) and index.
000261349 5050_ $$aLessons on learning -- What changes when teaching is learner-centered? The balance of power. The function of content. The role of the teacher. The responsibility for learning. The purpose and processes of evaluation -- Implementing the learner-centered approach. Responding to resistance. Taking a developmental approach. Making learner-centered teaching work.
000261349 650_0 $$aCollege teaching.
000261349 650_0 $$aLearning, Psychology of.
000261349 85200 $$bgen$$hLB2331$$i.W39$$i2002
000261349 85641 $$3Table of contents$$uhttp://www.loc.gov/catdir/toc/wiley023/2002005662.html
000261349 909CO $$ooai:library.usi.edu:261349$$pGLOBAL_SET
000261349 980__ $$aBIB
000261349 980__ $$aBOOK
000261349 994__ $$aE0$$bISE