Utvidet returrett til 31. januar 2024

Bøker av Angela Creese

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  • - An Ethnography
    av Angela Creese & Adrian Blackledge
    460,-

    This book breaks new ground in its representation of the voices of people in a superdiverse city. Poetic and compelling, it places the reader at the heart of the market, surrounded by the voices of people from all over the world. Based on four years of ethnographic research, it is a book that reimagines the conventions of ethnographic writing.

  • av Angela Creese & Adrian Blackledge
    214 - 589,-

    This ethnographic drama script is adapted from observations conducted in a large city centre library in the UK. It is a creative curation of field notes, transcripts, audio recordings, video recordings, conversations, and observations. The ethnographic drama tells a story of political tension in everyday life at a time of austerity.

  • - An Ethnographic Drama
    av Angela Creese & Adrian Blackledge
    227 - 804,-

    In this book research in process and research findings are represented in a play script which brings vividly to life both ethnographic research methods and communication in the world of sport. This highly original book brings innovation and imagination to the representation of language in social life.

  • av Angela Creese & Adrian Blackledge
    282,-

    This highly original book brings compelling narratives of migration and social diversity vividly to life. At once a play script and an outcome of ethnographic research, this book is a rich resource for the interpretation and representation of life in the multilingual city.

  • av Angela Creese & Adrian Blackledge
    640 - 3 090,-

  • av Angela Creese, Harry Daniels & Prof. Brahm Norwich
    396 - 1 719,-

    Teacher support teams are school-based, problem-solving groups which function to support pupils indirectly through teacher collaboration. This handbook offers training information and activities useful in the setting up, running and evaluation of this provision.

  • av Angela Creese
    474,-

    This book examines the interactions of collaborating teachers in multilingual classrooms and how these impact on what counts as knowledge in the secondary school classroom. The study takes a linguistic ethnographic approach and considers the discourses of whole class and small group teaching and learning.

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