违反
发表于 2025-3-26 22:56:55
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amorphous
发表于 2025-3-27 02:37:10
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障碍
发表于 2025-3-27 08:57:44
Intercultural Reciprocal Learning in Chinese and Western Educationhttp://image.papertrans.cn/e/image/302341.jpg
可触知
发表于 2025-3-27 11:37:39
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投票
发表于 2025-3-27 14:34:33
https://doi.org/10.1007/978-1-349-05769-6Chapter . describes the Bay Street-Minzhu Sister School context in which my study unfolded. It also presents the narrative fieldwork methods employed. Readers will understand why the author borrows the “sonata form” from the world of music to re-story teachers’ evolving experiences of making citizenship curriculum.
modest
发表于 2025-3-27 21:15:17
IntroductionChapter . introduces the book and its significance. It explains the research puzzles that led the author to study how a Toronto-based teacher, Ann Barton, developed her experience and knowledge of educating for citizenship in a Toronto-Shanghai Sister School reciprocal learning partnership. The chapter ends with an overview of the book.
虚弱
发表于 2025-3-28 01:08:05
Narrative Methods in the Bay Street-Minzhu Sister School Reciprocal Learning LandscapeChapter . describes the Bay Street-Minzhu Sister School context in which my study unfolded. It also presents the narrative fieldwork methods employed. Readers will understand why the author borrows the “sonata form” from the world of music to re-story teachers’ evolving experiences of making citizenship curriculum.
馆长
发表于 2025-3-28 02:09:28
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被诅咒的人
发表于 2025-3-28 08:07:52
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novelty
发表于 2025-3-28 11:08:10
https://doi.org/10.1007/978-90-6704-882-8ll as Minzhu School’s cultural history. Using the paired metaphor of river flowing and fire burning inspired by the Chinese . theory, I highlight those favourable conditions identified by Ann as sustaining and contributing to her citizenship curriculum making and growth.