Confirm
发表于 2025-3-25 04:45:21
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reject
发表于 2025-3-25 09:53:34
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Anguish
发表于 2025-3-25 15:39:36
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农学
发表于 2025-3-25 16:28:18
The Digital Honey Bee Brain Atlasticipate in practices in different ways, depending on their social position, and thus develop distinguished cultural identities. In this chapter we elaborate on this tenet, using examples from various empirical research projects on learning in secondary education. We not only show how social differe
文件夹
发表于 2025-3-25 23:12:19
Cellular Physiology of the Honey Bee Brainhern Australia, where we have recorded the diverse voices that students and the teacher take up during their ideological becoming. In this second language (Indonesian) classroom students adopt subtle ways of ventriloquating as they re-voice teacher utterances. For example, there are numerous episode
HERE
发表于 2025-3-26 04:08:33
Gro V. Amdam,Erin Fennern,Heli Havukainenchool work, and, in particular, about how to use time in an accountable manner. It is also shown that the same differences in performance that can be observed in traditional subjects appear in planning activities as well. Some children are held to be good at this, while others are seen as less succe
弯曲道理
发表于 2025-3-26 06:31:01
https://doi.org/10.1007/978-3-642-71458-0 engage students in rich modes of educational interaction, where diverse voices are able to participate and contribute to the ongoing interaction. This is supported by the data of the study, which show that the nature of the social interaction in the science classrooms represented different focuses
构成
发表于 2025-3-26 11:31:59
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去才蔑视
发表于 2025-3-26 15:02:44
Book 2004erms ‘dialogue’ and ‘instruction’ are brought together, because the former implies an emergent process of give-and-take, whereas the latter implies a sequence of predetermined moves. It is argued that effective teachers have learned how to perform in this contradictory space to both follow and lead,
COUCH
发表于 2025-3-26 20:52:40
when the terms ‘dialogue’ and ‘instruction’ are brought together, because the former implies an emergent process of give-and-take, whereas the latter implies a sequence of predetermined moves. It is argued that effective teachers have learned how to perform in this contradictory space to both follow