Ophthalmoscope
发表于 2025-3-25 05:42:57
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ABHOR
发表于 2025-3-25 11:04:12
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DEVIL
发表于 2025-3-25 14:29:08
Conclusion,r than signifies student-centered pedagogies. Moreover, it was constructed not only as a matter of renewing pedagogies, but also as a matter of political, social, and cultural change. In other words, actors employed political, social, and/or cultural rationales to make sense of ETL.
金盘是高原
发表于 2025-3-25 18:32:23
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Heretical
发表于 2025-3-25 22:50:39
Introduction,red teaching with more student-centered teaching, but it has been documented that teacher-centered practices are still prevalent at the classroom level (Courtney, .; Wheeler, .). My interest, which guides this research, emerged from a simple question: Why does such a persistent gap exist between pol
Ordnance
发表于 2025-3-26 00:15:58
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制定法律
发表于 2025-3-26 06:31:58
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Restenosis
发表于 2025-3-26 10:29:18
Whose Voice Got Reified, (Honig, 2006). From this perspective, pedagogical reform is a complex social practice in which various actors construct and reconstruct the meaning of teaching and learning. In the case of pedagogical reform in Cambodia, all actors actively construct the meaning by interpreting and sometimes contes
debouch
发表于 2025-3-26 15:58:32
Making Sense of Contradictory Policy Messages,If there is no common or shared understanding about ETL among the policymakers, how local actors can make sense of the policy anyway? This is the central question that this chapter tries to unpack. In order to achieve this objective, I want to understand how tools mediate local actors’ understanding
新星
发表于 2025-3-26 17:41:28
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