半身雕像
发表于 2025-3-25 06:26:09
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minion
发表于 2025-3-25 10:39:12
What Is Disruptive About Disruptive Behavior?ive behavior and disciplinary problems have globally been identified as growing concerns. After describing the shift in educational philosophy and practice toward more outcome-based education, this chapter will follow two tracks. The first track describes how and why disruptive behavior is a major c
一美元
发表于 2025-3-25 15:37:04
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GET
发表于 2025-3-25 16:09:26
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使乳化
发表于 2025-3-25 22:51:22
Cultural Security in Australian Classrooms: Entanglements with Mainstream Education as Aboriginal anarch on factors influencing attendance and engagement in early childhood education has focused primarily on Indigenous children, families or community. In comparison, there is a dearth of research on the preparedness of mainstream educational contexts to receive Indigenous children and families, and
rheumatology
发表于 2025-3-26 02:05:46
A Cultural–Historical Model to Inform Culturally Responsive Pedagogies: Case Studies of Educational d when approaches and assumptions are not shared by all the participants in an education context. This is particularly true in contexts where one set of cultural assumptions and traditions have been forced onto another, such as in the process of colonisation. This chapter provides case studies of tw
cortex
发表于 2025-3-26 07:18:35
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音乐会
发表于 2025-3-26 11:21:22
Education for Beauty in Acervo da Laje (The Laje Collection) and the Emergence of Creative Work at tvador. The author considers the impact of such actions in strengthening social support networks and in creating new symbolic fields in face of urban violence. He analyzes the role of artistic methodologies to cope with psychosocial vulnerability, namely. art education and the appreciation of memory,
Lacunar-Stroke
发表于 2025-3-26 14:33:04
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neoplasm
发表于 2025-3-26 17:16:09
Identity in Education and Education in Identities: Connecting Curriculum and School Practice to Studnd transformation of learners’ identities. This assertion, which shall become our working hypothesis, assumes three theoretical principles: (1) that human identities are culturally situated and distributed; (2) that there is a constitutive link between learning and identity; and (3) that sense (sign