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Subjects: *INDIVIDUALISM; *CLASSROOM environment; *EDUCATIONCHINA
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Source:
Educational Philosophy & Theory. Mar2020, Vol. 52 Issue 3, p270-283. 14p.
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Abstract:
In the current global push to examine the diverse and complex approach in which classroom culture contributes to the shaping of studentsCopyright of Educational Philosophy & Theory is the property of Routledge and its content may not be copied or emailed to multiple sites or posted ...
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Subjects: *UNIVERSITIES & colleges; *ENGLISH language education; *VOCABULARY educationCHINA
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Source:
Proceedings of the Multidisciplinary Academic Conference. 2018, p141-147. 7p.
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Abstract:
The long-term memory strategies, constant comprehensible input and intense personalization of TPRS are based on TPR and The Natural Approach. It combines TPR with language ... Copyright of Proceedings of the Multidisciplinary Academic Conference is the property of MAC Praque Consulting s.r.o. and its content may not be ...
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Subjects: *FLIPPED classrooms; *STUDY & teaching of polynomials; *SECONDARY schoolsHONG Kong (China); CHINA
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Source:
Journal of Educational Technology & Society. Jan2017, Vol. 20 Issue 1, p292-305. 14p.
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Abstract:
The paper reports a quasi-experimental study comparing the "traditional flipped classroom" pedagogical design with the "productive failure" (Kapur, 2016) pedagogical design in the flipped classroom for ... Copyright of Journal of Educational Technology & Society is the property of International Forum of Educational Technology & Society (IFETS) and its content may not be ...
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Subjects: *EDUCATION; *CROSS-cultural communication in education; *CRITICAL thinkingCHINA
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Source:
Journal of Curriculum Studies. Feb2020, Vol. 52 Issue 1, p101-117. 17p. 2 Black and White Photographs, 1 Diagram.
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Abstract:
China's 2017 'classroom revolution' call intends to transform current teacher-centered pedagogies with brand-new philosophies and technologies. ... Copyright of Journal of Curriculum Studies is the property of Routledge and its content may not be copied or emailed to multiple sites or ...
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