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Titlebook: Educational Research: Discourses of Change and Changes of Discourse; Paul Smeyers,Marc Depaepe Book 2016 Springer International Publishing

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樓主: satisficer
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發(fā)表于 2025-3-23 10:41:46 | 只看該作者
Crop Production for Agricultural Improvementooking for ways to improve, and this has led to a constant cycle of reform, optimism, disappointment, and then new reform..This fascination with the new shapes the ways that new digital technologies, and the affordances they provide for rethinking teaching and learning, have been incorporated into t
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發(fā)表于 2025-3-23 16:43:54 | 只看該作者
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發(fā)表于 2025-3-23 20:04:19 | 只看該作者
Crop Protection Under Changing Climated affect. (1) Agency in critical theory is positioned in a particular dialectical relationship to structure. The distinction between domination and agency appears to derive from pre-existing ideological stances that cast change as the product of antagonistic oppositional forces. When structure is un
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發(fā)表于 2025-3-24 01:40:59 | 只看該作者
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發(fā)表于 2025-3-24 06:08:56 | 只看該作者
https://doi.org/10.1007/978-3-030-05351-2s on the role that the arts are supposed to play in responding to industrial imperatives for the twenty first century. I argue that the compressed vision of the future (and past) offered by creativity experts succumbs to the nihilism so often described by Nietzsche. In the second part of the paper I
16#
發(fā)表于 2025-3-24 09:33:19 | 只看該作者
Neeta Sharma,Swati Sharma,Basant Prabha are numerous publications, special journals, and an abundance of research projects together with the advertisement of many positions at renown research centres worldwide. After a brief introduction of what is going on in the ‘emerging sub-discipline’ a number of characterizations are offered of wha
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發(fā)表于 2025-3-24 11:37:46 | 只看該作者
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發(fā)表于 2025-3-24 18:04:12 | 只看該作者
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發(fā)表于 2025-3-24 22:48:10 | 只看該作者
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發(fā)表于 2025-3-25 01:56:57 | 只看該作者
Anthony Crosland as a Political Economistce until the very recent debates in 2013–2014 about the introduction of sex equality education in pre-school and elementary classes. Initially I explore how arguments about progress, civilization and the education of women for change were translated in institutional terms, highlighting the contradic
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