judiciousness
发表于 2025-3-26 20:58:31
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栖息地
发表于 2025-3-27 01:42:19
https://doi.org/10.1007/978-1-4757-3922-0al agendas of assessment and inclusion have determined the boundaries of teachers’ practices. Finally, we conclude with a discussion of inclusion and assessment, not solely as competing trends but as growing symbiotic governmentalities that shape teachers’ professional and pedagogical possibilities across each context.
insightful
发表于 2025-3-27 05:51:45
Introducing a Research Agenda,e internal and external agendas as well as the multiplicity of dimensions associated with education. Finally, the chapter briefly introduces the empirical case contexts analysed in the book and presents the chapter structure of the book.
Ejaculate
发表于 2025-3-27 10:39:37
Researching Educational Assessment and Inclusive Education, take hold, with ramifications for both the research team and participants in the case contexts. Finally, throughout the chapter, we will discuss the diverse theoretical lenses through which we will explore the agendas of assessment and inclusion in order to make connections with the questions on education and society identified in Chap. ..
Frisky
发表于 2025-3-27 15:10:06
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Harpoon
发表于 2025-3-27 21:38:18
Becoming Teachers: Assessment and Inclusion in Professional Practices and Subjectivities,al agendas of assessment and inclusion have determined the boundaries of teachers’ practices. Finally, we conclude with a discussion of inclusion and assessment, not solely as competing trends but as growing symbiotic governmentalities that shape teachers’ professional and pedagogical possibilities across each context.
允许
发表于 2025-3-27 22:37:11
al and posthumanist theories.Historical basis, contemporary This book brings together policymaker and practitioner knowledge, experiences, and perspectives on the interaction between the assessment and inclusion agenda to the fore. The book’s analysis is built on comparative qualitative data from fi
meritorious
发表于 2025-3-28 03:27:40
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LUT
发表于 2025-3-28 07:38:22
Book 2022n agenda to the fore. The book’s analysis is built on comparative qualitative data from five different countries on four continents: Argentina, China, Denmark, England, and Israel. These countries have been chosen for their distinctive, and even contrasting, education policies, sociocultural and eco
托运
发表于 2025-3-28 11:20:00
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