Learning by Design: creating pedagogical frameworks for knowledge building in the twenty‐first century [0.03%]
以设计为导向的学习：构建21世纪知识建构的教学框架
Yelland, Nicola; Cope, Bill; Kalantzis et al.
Yelland et al.
Teachers’ knowledge and confidence for promoting positive mental health in primary school communities [0.03%]
教师在小学社区中促进积极心理健康的知识与信心
Askell-Williams, Helen; Lawson, Michael J.
Askell-Williams
Acknowledging the complexity and diversity of historical and cultural ICT professional learning practices in schools [0.03%]
承认学校中历史与文化背景下的ICT专业学习实践的复杂性和多样性。
Phelps, Renata; Graham, Anne; Watts et al.
Phelps et al.
Perceptions of First‐year Primary Teacher Education Students at the University of Technology, Sydney [0.03%]
悉尼科技大学一年级小学教师教育专业学生的认知
Deer, Christine E.; Brady, Laurie; Segal et al.
Deer et al.
Initial motivations for teaching: comparison between preservice teachers in the United States and China [0.03%]
教学的初始动机：美国与中国职前教师的比较
Lin, Emily; Shi, Qingmin; Wang et al.
Lin et al.
Supporting Teacher Learning and Informed Practice in Writing through Assessment Tools for Teaching and Learning [0.03%]
通过教学与学习评估工具，支持教师的写作学习与实践性教学
Parr, Judy M.; Glasswell, Kathryn; Aikman et al.
Parr et al.
Teachers’ self-concept and valuing of learning: relations with teaching approaches and beliefs about students [0.03%]
教师的自我概念与学习价值：与教学方法及对学生信念的关系
Yeung, Alexander S.; Craven, Rhonda G.; Kaur et al.
Yeung et al.