共查询到20条相似文献，搜索用时 11 毫秒
1.
2.
3.
4.
5.
6.
7.
8.
9.
Maurice Reuchlin George Vaideanu William J. Platt Christine LaConte Walter Hahn Kevin Majoribanks C. E. Beeby Otto Herz William W. Brickman Edith Cope Ruth Wong 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1973,19(4):496-511
Sans résumé
Institut national d'Etude du travail et d'Orientation professionnelle
UNESCO 相似文献
Book reviews
Buchbesprechungen
Institut national d'Etude du travail et d'Orientation professionnelle
UNESCO 相似文献
10.
11.
Hans Peter Widmaier Peter R. Straumann Graeme Kemelfield William W. Brickman John Vaizey P. E. Vernon H. L. Elvin Edmund J. King Horst Hörner S. E. Torsten Lund W. D. Halls Maurice Reuchlin Kamma Struwe Eric Ashby Helga Thomas Horst Magdeburg Harm Prior Klaus Schleicher Friedrich Scheidt Karl -Georg Ahlström 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1971,17(1):92-126
12.
J. G. Wallace H. L. A. Pearce John C. Daniels Eugene J. Zola Kenneth Charlton A. J. Peters Herbert Thelen Edith Cope Fernand Hotyat J. R. de S. Honey Harold Loukes 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1968,14(4):488-510
13.
William W. Brickman A. Harry Passow Neville Postlethwaite Wilhelm Sjöstrand Richard F. Goodings Jean Capelle A. Taylor Gustaf Ögren C. Arnold Anderson Willi Koelle 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1966,12(4):483-505
14.
Sinai Ucko Gert Otto M. J. Langeveld H. H. Stern Oskar Anweiler C. H. Dobinson Helmut Meyer-Bothling Jürgen Zabeck Heinrich Abel Hans Kirchhoff Rudolf Haas Heinrich Roth Lotte Schenk-Danzinger J. M. Tanner Barbara Magierska 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1962,7(4):487-510
15.
16.
《师资教育杂志》2012,38(2):201-204
Abstract Studies of good classroom practice have been seen as a route by which teaching and teacher education might be improved. This view is discussed in the light of a study of two teachers indentified as skilled in history teaching who were each doing a history topic in an English junior school. It is argued that one reflected the notion of good practice which underpins the National Curriculum for England, while the other reflected a more common and more pragmatic stance. It is concluded that some priorities and possibilities for English teacher education may be identified. 相似文献
17.
18.
19.
20.