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Finding the balance: comparing the effectiveness of student-managed and teacher-directed learning in science classes.
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Fé cega e faca amolada: observações sobre imagens de professores de prática de ensino de inglês Blind faith and sharp razors: some remarks on images held by teaching practice supervisors
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In: DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada, Vol 16, Iss 1, Pp 129-138 (2000) (2000)
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Une tentative d’intégration théorie-pratique au sein de la formation générale professionnelle des enseignants : une pièce en trois actes
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Legros, Catherine; Tochon, François Victor. - : Association de pédagogie et de didactique de l'Ecole normale de Lille, 1994. : Lille : Association de pédagogie et de didactique de l'Ecole normale de Lille, 1994. : PERSÉE : Université de Lyon, CNRS & ENS de Lyon, 1994
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". dann wäret ihr selbst Gleichnisse geworden.". Das Theorie-Praxis-Problem in der Pädagogik und die Rolle des sprachlichen Handelns ; The theory-practice problem in pedagogics of verbal interaction
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In: Zeitschrift für Pädagogik 32 (1986) 6, S. 829-847 (1986)
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兩位小琉球幼教師課程意識與實踐之研究 ; Two preschool teachers' curriuclum consciousness and practice in Liou-Ciou
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Teachers as bricoleurs: Producing plausible readings of curriculum documents
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In: http://edlinked.soe.waikato.ac.nz/research/files/etpc/files/2004v3n2art6.pdf
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The Effect of Student Receptivity to Instructional Feedback on Writing Proficiency among Chinese Speaking English Language Learners
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In: http://ccsenet.org/journal/index.php/ijel/article/viewFile/14666/10022/
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© InternationalJournal.org Exploring Teachers ’ Cognitions and Practices in Teaching Reading in English as a Second Language (ESL).
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In: http://www.openaccesslibrary.org/images/BGS240_Suhaida_Omar.pdf
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Pathways to Collaboration: A case Study of Local and Foreign Teacher Relationships in a South-eastern Chinese university
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