Asia-Pacific Journal of Teacher Education. 2013;41(4):350-362. doi: 10.1080/1359866X.2013.787393 Q21.62025

The (mis)identification of ineffective classroom teaching practice: critical interrogations of classroom teacher effectiveness research

无效课堂教学实践的（错误）识别：课堂教师有效性研究的批判性质疑

DOI: 10.1080/1359866X.2013.787393

摘要 查看摘要

Copyright © Asia-Pacific Journal of Teacher Education. 中文内容为AI机器翻译，仅供参考！