省略
发表于 2025-3-23 09:44:35
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拖债
发表于 2025-3-23 15:22:26
Basic Principles of Drug Delivery and Dosings of preparing students for the twenty-first century, was never conceived as a programmatic change in that it did not contain an explicit set of intervention strategies and targets. TSLN was an entire systemic effort encompassing the policy, cultural, curricular, assessment and professional learning
Ceremony
发表于 2025-3-23 19:46:50
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无目标
发表于 2025-3-24 01:57:30
https://doi.org/10.1007/978-3-662-10172-8national English curricula. Each school represents a certain category; the first school has a reputation for having ‘high quality’ education; the second school favours a more conservative Islamic environment, and the third school offers special needs and inclusive education in addition to main strea
哀求
发表于 2025-3-24 06:12:24
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简略
发表于 2025-3-24 07:44:26
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RAG
发表于 2025-3-24 12:14:20
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讨厌
发表于 2025-3-24 17:45:21
Digitalizing Tradition: Staging Postcolonial Elite School Identities in the Online Environment, emblems, mottos and their school curricula as they marshal these cultural resources at the crossroads of profound change precipitated by globalization and attendant neoliberal imperatives. This change is articulated across the whole gamut of global forces, connections, and aspirations. It is in re
缺陷
发表于 2025-3-24 19:24:17
“Players in the World”: Action for Intercultural Competence in Classroom Pedagogytes the extent to which the notion of some kind of “action” in the development of Intercultural competence is communicated in educational policy and curriculum, and how “action” is enacted within school and classroom contexts. Using Australia as a case study, we present data from analysis of relevan
深渊
发表于 2025-3-25 01:03:55
Deliberating Values for Global Citizenship: A Study of Singapore’s Social Studies and Hong Kong’s Linctions in each syllabus regarding approaches in values instruction. Documents in Singapore emphasized teaching values through transmissive methods, whereas, in Hong Kong, the Liberal Studies curriculum advocated a more deliberative pedagogy. The chapter poses broader questions regarding narrow, uti