標(biāo)題: Titlebook: Learning to Teach with Assessment; A Student Teaching E Heng Jiang Book 2015 The Author(s) 2015 Chinese teacher identity.Chinese teaching i [打印本頁(yè)] 作者: 二足動(dòng)物 時(shí)間: 2025-3-21 18:01
書目名稱Learning to Teach with Assessment影響因子(影響力)
書目名稱Learning to Teach with Assessment影響因子(影響力)學(xué)科排名
書目名稱Learning to Teach with Assessment網(wǎng)絡(luò)公開(kāi)度
書目名稱Learning to Teach with Assessment網(wǎng)絡(luò)公開(kāi)度學(xué)科排名
書目名稱Learning to Teach with Assessment被引頻次
書目名稱Learning to Teach with Assessment被引頻次學(xué)科排名
書目名稱Learning to Teach with Assessment年度引用
書目名稱Learning to Teach with Assessment年度引用學(xué)科排名
書目名稱Learning to Teach with Assessment讀者反饋
書目名稱Learning to Teach with Assessment讀者反饋學(xué)科排名
作者: Adrenaline 時(shí)間: 2025-3-21 23:57
Heng Jiangnity in Luxembourg constitutes a numerical minority that has not been subject to much scientific research. The specific research question is how Muslim migrants from the former Socialist Federal Republic of Yugoslavia living in Luxembourg relate to their religious heritage in a new socio-cultural co作者: foodstuff 時(shí)間: 2025-3-22 01:05 作者: 細(xì)絲 時(shí)間: 2025-3-22 05:28 作者: creatine-kinase 時(shí)間: 2025-3-22 12:02
Heng Jiangrgue that identity involves humans seeking membership in groups and then acting in support of their group against others perceived as members of out groups. They further point out that ‘identity is an extensive negotiation that is always changing, always being interpreted and reinterpreted, and alwa作者: Patrimony 時(shí)間: 2025-3-22 13:17 作者: 合乎習(xí)俗 時(shí)間: 2025-3-22 17:02 作者: 冬眠 時(shí)間: 2025-3-22 23:03 作者: FLEET 時(shí)間: 2025-3-23 01:46
Introduction,ls the procedural practices the teachers use to measure student learning and teaching effectiveness, and (2) evaluative act of assessment, which refers to the tacit judgments of the students that guide teachers’ assessment practices. These two acts of assessment constitute an authentic teaching task作者: fastness 時(shí)間: 2025-3-23 08:51 作者: KEGEL 時(shí)間: 2025-3-23 12:36
Learning to Teach, Learning to Test,ervice teachers could learn from observing and participating in the daily assessment practices modeled by Green Middle School (GMS) teachers. It features two cases of pre-service teachers who learned to teach either . the test or . assessment. Although the pre-service teachers in both examples focus作者: intangibility 時(shí)間: 2025-3-23 17:46
Symbolic Boundaries: The Underlying Scripts for Teacher Learning,proached different students based on the perceived differences and similarities between themselves and their pupils (McMillan 2003; Nolen et al. 2011). This chapter uses the theory of boundary work (Lamont and Molnar 2002) to depict the underlying .and discusses how the participating interns differe作者: amyloid 時(shí)間: 2025-3-23 20:09 作者: tinnitus 時(shí)間: 2025-3-23 23:30 作者: irreducible 時(shí)間: 2025-3-24 06:12 作者: 個(gè)人長(zhǎng)篇演說(shuō) 時(shí)間: 2025-3-24 09:24
Heng Jiangs of a civil war that began with an extensive pogrom cannot end overnight based on an arbitrarily declared date for the end of the conflict. Instead, there is always a trace, albeit psychological, that follows an official end to such conflicts. Traces after crises are marked in postwar relationships作者: 連鎖,連串 時(shí)間: 2025-3-24 14:24
Heng Jiangnt and administrative structures of the sport have been set up, with the umbrella governing body being the CAF. In addition, regional governing bodies have been established to oversee the growth and development of the sport in specific geographical regions of Africa. One such organization is the Cou作者: 機(jī)制 時(shí)間: 2025-3-24 17:02 作者: 極小 時(shí)間: 2025-3-24 21:44
Heng Jiangnt and administrative structures of the sport have been set up, with the umbrella governing body being the CAF. In addition, regional governing bodies have been established to oversee the growth and development of the sport in specific geographical regions of Africa. One such organization is the Cou作者: Mundane 時(shí)間: 2025-3-25 02:12 作者: RODE 時(shí)間: 2025-3-25 05:23
ics, citizenship education and moral education, as well as those involved in cultural, political and religious studies in a broader sense. It will also appeal to anyone who finds him- or herself wondering about978-981-10-1252-5978-981-287-481-8作者: Fierce 時(shí)間: 2025-3-25 10:09
Heng JiangSensitive and in-depth description of the Chinese student teaching in the rural context.Adds to the discussion about the preparing new teachers for the purposes of social equality and equity.Offers in作者: Visual-Field 時(shí)間: 2025-3-25 13:28
SpringerBriefs in Educationhttp://image.papertrans.cn/l/image/583018.jpg作者: 平 時(shí)間: 2025-3-25 19:27
https://doi.org/10.1007/978-981-287-272-2Chinese teacher identity; Chinese teaching in rural area; assessment analysis; learn to teach; learning 作者: 取回 時(shí)間: 2025-3-25 21:12 作者: 貪婪性 時(shí)間: 2025-3-26 01:03
Learning to Teach with Assessment978-981-287-272-2Series ISSN 2211-1921 Series E-ISSN 2211-193X 作者: 評(píng)論性 時(shí)間: 2025-3-26 07:41 作者: creditor 時(shí)間: 2025-3-26 11:03 作者: 相一致 時(shí)間: 2025-3-26 14:50
Book 2015ina? The author writes of the process of using the assessment as a tool for teacher learning, understanding disadvantaged students in the community of practice, and of beginning teachers seeking their identities. She offers a perspective of learning to teach with assessment instead of for assessment作者: Camouflage 時(shí)間: 2025-3-26 17:33
2211-1921 learning to teach with assessment instead of for assessment, and examines how it shapes the learn-to-teach experiences.978-981-287-271-5978-981-287-272-2Series ISSN 2211-1921 Series E-ISSN 2211-193X 作者: AMPLE 時(shí)間: 2025-3-26 21:57
Introduction,s to the tacit judgments of the students that guide teachers’ assessment practices. These two acts of assessment constitute an authentic teaching task for the participants in this study. Furthermore, this chapter introduces the design of the study, the participants, and the structure of the book.作者: vector 時(shí)間: 2025-3-27 04:46 作者: cushion 時(shí)間: 2025-3-27 09:18
Symbolic Boundaries: The Underlying Scripts for Teacher Learning,. This chapter uses the theory of boundary work (Lamont and Molnar 2002) to depict the underlying .and discusses how the participating interns differentiated their teaching content, classroom activities, monitoring styles, and teaching pace according to evaluative criteria, a set of symbolic boundaries that they applied to their students.作者: GRACE 時(shí)間: 2025-3-27 12:21
Book 2015 practice, and of beginning teachers seeking their identities. She offers a perspective of learning to teach with assessment instead of for assessment, and examines how it shapes the learn-to-teach experiences.作者: atopic-rhinitis 時(shí)間: 2025-3-27 14:09 作者: 制度 時(shí)間: 2025-3-27 20:04
Encyclopedia of Traditional Chinese Medicines -Molecular Structures, Pharmacological Activities, NatVol. 6: Indexes作者: 顯赫的人 時(shí)間: 2025-3-27 22:36 作者: 較早 時(shí)間: 2025-3-28 04:16
