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Bemærk: Kan ikke leveres før jul.
Bemærk: Kan ikke leveres før jul.
Bemærk: Kan ikke leveres før jul.
Consisting of twenty-four chapters, including an introduction and conclusion, it argues that informational content should not be the main element of education, and that to provide more for learners, it is necessary to go beyond content and address other skills and capabilities.
Bemærk: Kan ikke leveres før jul.
Consisting of twenty-four chapters, including an introduction and conclusion, it argues that informational content should not be the main element of education, and that to provide more for learners, it is necessary to go beyond content and address other skills and capabilities.
Bemærk: Kan ikke leveres før jul.
This volume documents on-going research and theorising in the sub-field of mathematics education devoted to the teaching and learning of mathematical modelling and applications.
Bemærk: Kan ikke leveres før jul.
This book draws together leading student assessment academics from across Europe exploring student monitoring policies and practices in a range of countries across 22 chapters.
Bemærk: Kan ikke leveres før jul.
This book draws together leading student assessment academics from across Europe exploring student monitoring policies and practices in a range of countries across 22 chapters.
Bemærk: Kan ikke leveres før jul.
This book draws together the perceptions and experiences from a range of international professionals with specific reference to food education.
Bemærk: Kan ikke leveres før jul.
This book draws together the perceptions and experiences from a range of international professionals with specific reference to food education.
Bemærk: Kan ikke leveres før jul.
This handbook addresses the issues and challenges of the delivery of social work education in the contemporary world.
Bemærk: Kan ikke leveres før jul.
Derived from her subject position as a Chinese woman who has studied in Beijing and Hong Kong and now researches in... Læs mere
Bemærk: Kan ikke leveres før jul.
This book explores the concept of the ‘hidden curriculum’ within doctoral education. This book offers a framework for a ‘doctoral learning ecology model’ to scaffold learning and sustain wellbeing by leveraging both formal and hidden curricula.