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Next Practice: What we are learning from teaching about student data
student data learning Practice
2015/5/29
This paper presents emergent learning
from two South Australia Department
of Education and Children’s Services
(DECS) initiatives. The Supporting
Improved Literacy Achievement (SILA)
pilot a...
Case Study of Conflict Formation Process Among Schoolchildren in Classroom：Focusing on Class Interactions Unrelated to Teaching and Learning Activity
classroom communication conflicts among children case study
2009/4/2
The purpose of this study was to clarify the process of conflict formation among children in classroom. A fourth-grade class during Japanese Language lessons was observed for five months. The observat...
TEACHING STRATEGIES SUGGESTED DURING THE DIFFERENTIATED INSTRUCTION PROGRAMS FOR DIFFERENT MOTOR DEFICIENCIES CATEGORIES AT PRESCHOOL CHILDREN
teaching strategies differentiated instruction motor deficiencies
2009/12/23
In the context of the present-day development of the society, we consider that some modifications are necessary in the approach for the training programmes which focus on objectives aiming at educatin...
A NEW UNIVERSITY PARADIGM FOR INTERDISCIPLINARY TEACHING WITHIN THE FACULTY OF PHYSICAL EDUCATION AND SPORTS
concept education/teaching paradigm system
2009/12/23
The higher education paradigm should be defined as a conceptual unit aiming at solving new problems, without specific reference to the elements and structures which could be transfered from one unit t...
《The Great Didactic》CHAPTER 19 The principles of conciseness and rapidity in teaching（六）
The Great Didactic 大教学论 John Amos Comenius 夸美纽斯
2009/2/19
《The Great Didactic》CHAPTER 19 The principles of conciseness and rapidity in teaching（六）。
《The Great Didactic》CHAPTER 19 The principles of conciseness and rapidity in teaching（五）
The Great Didactic 大教学论 John Amos Comenius 夸美纽斯
2009/2/19
《The Great Didactic》CHAPTER 19 The principles of conciseness and rapidity in teaching（五）。
《The Great Didactic》CHAPTER 19 The principles of conciseness and rapidity in teaching（四）
The Great Didactic 大教学论 John Amos Comenius 夸美纽斯
2009/2/19
《The Great Didactic》CHAPTER 19 The principles of conciseness and rapidity in teaching（四）。
《The Great Didactic》CHAPTER 19 The principles of conciseness and rapidity in teaching（三）
The Great Didactic 大教学论 John Amos Comenius 夸美纽斯
2009/2/19
《The Great Didactic》CHAPTER 19 The principles of conciseness and rapidity in teaching（三）。
《The Great Didactic》CHAPTER 19 The principles of conciseness and rapidity in teaching（二）
The Great Didactic 大教学论 John Amos Comenius 夸美纽斯
2009/2/19
《The Great Didactic》CHAPTER 19 The principles of conciseness and rapidity in teaching（二）。
《The Great Didactic》CHAPTER 19 The principles of conciseness and rapidity in teaching（一）
The Great Didactic 大教学论 John Amos Comenius 夸美纽斯
2009/2/19
《The Great Didactic》CHAPTER 19 The principles of conciseness and rapidity in teaching（一）。
《The Great Didactic》CHAPTER 18 The principles of thoroughness in teaching and in learning（四）
The Great Didactic 大教学论 John Amos Comenius 夸美纽斯
2009/2/19
《The Great Didactic》CHAPTER 18 The principles of thoroughness in teaching and in learning（四）。
《The Great Didactic》CHAPTER 18 The principles of thoroughness in teaching and in learning（三）
The Great Didactic 大教学论 John Amos Comenius 夸美纽斯
2009/2/19
《The Great Didactic》CHAPTER 18 The principles of thoroughness in teaching and in learning（三）。
《The Great Didactic》CHAPTER 18 The principles of thoroughness in teaching and in learning（二）
The Great Didactic 大教学论 John Amos Comenius 夸美纽斯
2009/2/19
《The Great Didactic》CHAPTER 18 The principles of thoroughness in teaching and in learning（二）。
《The Great Didactic》CHAPTER 18 The principles of thoroughness in teaching and in learning（一）
The Great Didactic 大教学论 John Amos Comenius 夸美纽斯
2009/2/19
《The Great Didactic》CHAPTER 18 The principles of thoroughness in teaching and in learning（一）。
《The Great Didactic》CHAPTER 17 The principles of facility in teaching and learning（四）
The Great Didactic 大教学论 John Amos Comenius 夸美纽斯
2009/2/19
《The Great Didactic》CHAPTER 17 The principles of facility in teaching and learning（四）。