Titlebook: Narrative Inquiry into Reciprocal Learning Between Canada-China Sister Schools; A Chinese Perspectiv Yuhua Bu Book 2021 The Editor(s) (if a

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書目名稱Narrative Inquiry into Reciprocal Learning Between Canada-China Sister Schools影響因子(影響力)




書目名稱Narrative Inquiry into Reciprocal Learning Between Canada-China Sister Schools影響因子(影響力)學(xué)科排名




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書目名稱Narrative Inquiry into Reciprocal Learning Between Canada-China Sister Schools網(wǎng)絡(luò)公開度學(xué)科排名




書目名稱Narrative Inquiry into Reciprocal Learning Between Canada-China Sister Schools被引頻次




書目名稱Narrative Inquiry into Reciprocal Learning Between Canada-China Sister Schools被引頻次學(xué)科排名




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書目名稱Narrative Inquiry into Reciprocal Learning Between Canada-China Sister Schools年度引用學(xué)科排名




書目名稱Narrative Inquiry into Reciprocal Learning Between Canada-China Sister Schools讀者反饋




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Redundant

misanthrope

Society, History, and Interaction of Sister Schools,’s) developmental history, their social environment, the origins of their students, the qualifications of their teachers, their school philosophies, and the community cultures within which the two campuses are situated. The process of reciprocal learning between sister schools is introduced. At each

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惰性氣體

額外的事

Habituate

Faith and Action,a-Canada sister schools understand and locate themselves in relationships with local government, society and people. From the inward perspective, there is the question of how China-Canada sister schools’ principals, teachers, students and parents address the questions “Who does a school belong to?”

小口啜飲

Future,inzhu Primary School (MPS) should learn from Bay Street School (BSS), what should MPS stick to, and what should be expected in the future. In general, we think that the sister schools will still carry out cross-cultural reciprocal learning even if there isn’t a project any more, but will be filled w

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創(chuàng)作

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