ear-canal
发表于 2025-3-23 11:48:30
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GRIPE
发表于 2025-3-23 16:27:19
Georg Freundthat in order to serve all students, teachers must be caring, knowledgeable, and fair. For decades teachers have been tasked with creating multicultural lessons for their culturally and linguistically diverse (CLD) students, but to what avail? Schools are still defined by their socially segregated n
Jogging
发表于 2025-3-23 20:44:51
the self-determination and agency of all learners, particularly Students of Color. Given that the teaching workforce is predominantly white and female there is a need to continue working with white teachers to deconstruct deficit and dehumanizing ways of being and knowing that they often employ in K
有偏见
发表于 2025-3-23 23:24:03
hematics learners: how views of language, bilingual learners, and mathematical communication impact instruction. In Nasir N, Cobb P (eds), Diversity, equity, and access to mathematical ideas. Teachers College Press, New York, pp 89–104, 2007) and Setati (J Res Math Educ, 36:447–466, 2005, Access to
作呕
发表于 2025-3-24 03:22:52
Georg Freunddagogical terms are shared across paradigms, this contributes to the already extant ambiguity in interpretation and application. Thus, we conclude that the multidimensional and inter-relational use of pedagogical terms creates a possibility for paradigmatic continuity that supports an ambiguity of i
人类的发源
发表于 2025-3-24 08:18:07
Georg FreundIt is evident that a community’s view of quality education is inherent on its cultural, historical, sociological, political and philosophical background. Thus, this chapter will examine the background of the communities that served as incubators for some established assumptions of “quality” that are
Endemic
发表于 2025-3-24 13:59:50
Georg Freunddagogical terms are shared across paradigms, this contributes to the already extant ambiguity in interpretation and application. Thus, we conclude that the multidimensional and inter-relational use of pedagogical terms creates a possibility for paradigmatic continuity that supports an ambiguity of i
混合
发表于 2025-3-24 17:47:53
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平躺
发表于 2025-3-24 19:34:07
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Feedback
发表于 2025-3-25 03:04:04
Georg Freunddagogical terms are shared across paradigms, this contributes to the already extant ambiguity in interpretation and application. Thus, we conclude that the multidimensional and inter-relational use of pedagogical terms creates a possibility for paradigmatic continuity that supports an ambiguity of i