jeopardize
发表于 2025-3-25 06:30:30
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艺术
发表于 2025-3-25 09:53:38
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BYRE
发表于 2025-3-25 13:37:42
Hans Vayhinger,Werner Kirchner,Nico Siebert,Peter Maile,Matthias Zähringer,Ewald Dirks,Christian Grose (e.g. learning and/or behavioural diffi culties) and pathologise (e.g. psychiatric disorders) students across learning contexts. Practices like these pervade relationships existing between psychology and education because they share in common certain views of people and the worlds in which they l
finite
发表于 2025-3-25 16:43:18
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GUMP
发表于 2025-3-25 23:26:42
Achim Badstübner,Frederic Seemann,Stefan Handt,Gorden Wagener,Claudia Braun,Hartmut Sinkwitz,Robert geoning literature willing to measure (e.g. intelligence quotients), categorise (e.g. learning and/or behavioural diffi culties) and pathologise (e.g. psychiatric disorders) students across learning contexts. Practices like these pervade relationships existing between psychology and education becaus
creditor
发表于 2025-3-26 01:37:03
Lutz-Holger Haase,Beatrice Pfeffer,Markus Maier Dr.geoning literature willing to measure (e.g. intelligence quotients), categorise (e.g. learning and/or behavioural diffi culties) and pathologise (e.g. psychiatric disorders) students across learning contexts. Practices like these pervade relationships existing between psychology and education becaus
愤愤不平
发表于 2025-3-26 07:46:34
Volker Entenmann,April Belinda Nölscher,Bernhard Straub Dr.,Stephan Vennebörger,Oliver Fritz,Matthiase (e.g. learning and/or behavioural diffi culties) and pathologise (e.g. psychiatric disorders) students across learning contexts. Practices like these pervade relationships existing between psychology and education because they share in common certain views of people and the worlds in which they l
爵士乐
发表于 2025-3-26 12:33:27
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掺和
发表于 2025-3-26 12:56:00
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intellect
发表于 2025-3-26 18:14:33
Rodolfo Schöneburg Prof. Dr.-Ing.,Frank Buschbeck,Eric Gärtner,Matthias Struck,Ralf Bogenrieder,Wilfse (e.g. learning and/or behavioural diffi culties) and pathologise (e.g. psychiatric disorders) students across learning contexts. Practices like these pervade relationships existing between psychology and education because they share in common certain views of people and the worlds in which they l