Pseudoephedrine
发表于 2025-3-25 05:19:36
School: Rhetoric, Reality, and Revisionismfor teachers, and a curriculum focused on narrowly defined vocational outcomes. Responses to these trends are examined, including the alternative view that ‘It takes a whole village to raise a child’. How do we understand and work within these opposing positions in the twenty-first century?
群岛
发表于 2025-3-25 09:54:06
International Comparisons and Case Studiessophy and a worldwide network of alternative schools is outlined and analysed. Thirdly, Green School Bali is presented as an example of a school purpose built to develop and deliver education for ecological and social sustainability.
流逝
发表于 2025-3-25 15:16:52
Book 2018s volume is sure to be a useful resource not only for teachers who are just starting out, but those with an interest in education in the past, present and future. This wide-ranging book will be valuable for educators, parents and educational policy makers, and all those who believe it takes a village to raise a child.
Nutrient
发表于 2025-3-25 16:18:07
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合适
发表于 2025-3-25 22:14:35
The Role of the Teachern reduce stress and burnout. Some examples of enlivening teaching as an art as well as a science are given via creative and imaginative ways of thinking about pedagogy and curriculum as well as content.
鄙视读作
发表于 2025-3-26 01:16:02
https://doi.org/10.1007/978-3-319-75969-2Philosophy of education; Teacher training; Education for the future; Schooling; Holistic education
Credence
发表于 2025-3-26 05:28:54
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Thymus
发表于 2025-3-26 10:02:43
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RENAL
发表于 2025-3-26 13:17:50
f the extent to which the purpose of education is to develop the individual as well as to benefit society. Notions of reciprocity are examined—for example, individual uniqueness balanced with the common good and reproduction of society balanced with developing character. Should school-based learning
不溶解
发表于 2025-3-26 18:17:01
The Expert Witnesses: A Cross-Examination, and investigates the extent to which schools function as social sorting and socialisation agencies as well as knowledge factories. Schools are analysed in terms of their establishment, development and purpose with case study examples of experimental schools attempting to break the ‘factory model’ o