標(biāo)題: Titlebook: Educating for Citizenship in a Canada-China Sister School Reciprocal Learning Partnership; A West-East Collabor Yishin Khoo Book 2022 The E [打印本頁(yè)] 作者: corrode 時(shí)間: 2025-3-21 17:36
書目名稱Educating for Citizenship in a Canada-China Sister School Reciprocal Learning Partnership影響因子(影響力)
書目名稱Educating for Citizenship in a Canada-China Sister School Reciprocal Learning Partnership影響因子(影響力)學(xué)科排名
書目名稱Educating for Citizenship in a Canada-China Sister School Reciprocal Learning Partnership網(wǎng)絡(luò)公開度
書目名稱Educating for Citizenship in a Canada-China Sister School Reciprocal Learning Partnership網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Educating for Citizenship in a Canada-China Sister School Reciprocal Learning Partnership被引頻次
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書目名稱Educating for Citizenship in a Canada-China Sister School Reciprocal Learning Partnership讀者反饋
書目名稱Educating for Citizenship in a Canada-China Sister School Reciprocal Learning Partnership讀者反饋學(xué)科排名
作者: nerve-sparing 時(shí)間: 2025-3-21 21:24
Ann as a Citizenship Curriculum Makerhai educators. Chapter . opens at the beginning of the 2014–2015 school year, describing Ann’s unique way of working with her students, and goes on to highlight her approach to educating for citizenship as manifested most strongly in her rhythm of building a democratic classroom community. The chapt作者: 漂亮 時(shí)間: 2025-3-22 01:37 作者: dissent 時(shí)間: 2025-3-22 04:42 作者: Interregnum 時(shí)間: 2025-3-22 10:06 作者: 一大群 時(shí)間: 2025-3-22 14:01 作者: 一大群 時(shí)間: 2025-3-22 18:38
River Flowing and Fire Burning: Re-Storying Ann’s Developing Knowledge of Educating for Citizenshipll as Minzhu School’s cultural history. Using the paired metaphor of river flowing and fire burning inspired by the Chinese . theory, I highlight those favourable conditions identified by Ann as sustaining and contributing to her citizenship curriculum making and growth.作者: 地名詞典 時(shí)間: 2025-3-23 00:28
Conclusion and defends its potential to promote teachers’ global citizenship professional learning within a local-global, West-East dynamic. It also suggests a few practical strategies educators can employ to foster their students’ global citizenship learning and their own professional development in internat作者: 抓住他投降 時(shí)間: 2025-3-23 05:08 作者: Brocas-Area 時(shí)間: 2025-3-23 09:22 作者: Physiatrist 時(shí)間: 2025-3-23 12:33
Becoming a Globally Oriented Citizenship Educator Through a Sister School Reciprocal Learning Partnet she knows as a citizen-teacher, and her stronger sense of togetherness with her Chinese colleagues. Like the end of a sonata, Chap. . provides a rhythmic, melodic, and harmonic closure to Ann’s story by foregrounding Ann’s experiences of growth in the Bay Street-Minzhu Sister-School reciprocal learning partnership.作者: Innocence 時(shí)間: 2025-3-23 16:41 作者: judiciousness 時(shí)間: 2025-3-23 20:51
2946-417X nquiry to inform research collaborations in a reciprocal lea.This book enriches the discourse around Global Citizenship Education in teacher education through the example of a teacher‘s experience in a Canada-China Sister School reciprocal learning landscape. Instead of positioning global citizenshi作者: Obsequious 時(shí)間: 2025-3-24 01:53 作者: shrill 時(shí)間: 2025-3-24 05:31
Global planning to pinpoint local targetst she knows as a citizen-teacher, and her stronger sense of togetherness with her Chinese colleagues. Like the end of a sonata, Chap. . provides a rhythmic, melodic, and harmonic closure to Ann’s story by foregrounding Ann’s experiences of growth in the Bay Street-Minzhu Sister-School reciprocal learning partnership.作者: magnanimity 時(shí)間: 2025-3-24 07:13
https://doi.org/10.1057/9780230104884few practical strategies educators can employ to foster their students’ global citizenship learning and their own professional development in international, intercultural, and interschool partnership settings.作者: 富饒 時(shí)間: 2025-3-24 14:00 作者: caldron 時(shí)間: 2025-3-24 15:19 作者: mercenary 時(shí)間: 2025-3-24 20:26 作者: Strength 時(shí)間: 2025-3-25 02:49
Ann as a Citizenship Curriculum Makerer ends by presenting Ann’s decision to explore a collaborative project with math teachers in Shanghai after years of failed attempts in forging partnership with Shanghai colleagues. The uncertainties that emerged from her new Sister School collaboration provided opportunities for Ann to innovate and improvise her teaching.作者: Analogy 時(shí)間: 2025-3-25 07:16 作者: Arb853 時(shí)間: 2025-3-25 07:43 作者: Crater 時(shí)間: 2025-3-25 15:19 作者: 技術(shù) 時(shí)間: 2025-3-25 16:13 作者: 無(wú)關(guān)緊要 時(shí)間: 2025-3-25 20:38 作者: CRACY 時(shí)間: 2025-3-26 01:52
International Digital Marketing in Chinacribing a collaborative reciprocal learning situation in October 2014 where Ann had a chance to develop joint projects with two math teachers from Shanghai’s Minzhu School. Ann’s approach to interacting with her Sister School colleagues reflected her personal practical knowledge of being a collabora作者: Ophthalmologist 時(shí)間: 2025-3-26 04:39 作者: prosthesis 時(shí)間: 2025-3-26 09:47
Diplomacy and the Olympic Boycottom the local to the global. It narrates Ann’s experiences working with Minzhu’s science teachers to involve their students in a collaborative and inquiry-based water science project. Ann’s knowledge and experience of educating for the global dimension of citizenship is reflected most vividly in her 作者: Budget 時(shí)間: 2025-3-26 15:09 作者: CHOKE 時(shí)間: 2025-3-26 19:45 作者: 違反 時(shí)間: 2025-3-26 22:56 作者: amorphous 時(shí)間: 2025-3-27 02:37 作者: 障礙 時(shí)間: 2025-3-27 08:57
Intercultural Reciprocal Learning in Chinese and Western Educationhttp://image.papertrans.cn/e/image/302341.jpg作者: 可觸知 時(shí)間: 2025-3-27 11:37 作者: 投票 時(shí)間: 2025-3-27 14:34
https://doi.org/10.1007/978-1-349-05769-6Chapter . describes the Bay Street-Minzhu Sister School context in which my study unfolded. It also presents the narrative fieldwork methods employed. Readers will understand why the author borrows the “sonata form” from the world of music to re-story teachers’ evolving experiences of making citizenship curriculum.作者: modest 時(shí)間: 2025-3-27 21:15
IntroductionChapter . introduces the book and its significance. It explains the research puzzles that led the author to study how a Toronto-based teacher, Ann Barton, developed her experience and knowledge of educating for citizenship in a Toronto-Shanghai Sister School reciprocal learning partnership. The chapter ends with an overview of the book.作者: 虛弱 時(shí)間: 2025-3-28 01:08
Narrative Methods in the Bay Street-Minzhu Sister School Reciprocal Learning LandscapeChapter . describes the Bay Street-Minzhu Sister School context in which my study unfolded. It also presents the narrative fieldwork methods employed. Readers will understand why the author borrows the “sonata form” from the world of music to re-story teachers’ evolving experiences of making citizenship curriculum.作者: 館長(zhǎng) 時(shí)間: 2025-3-28 02:09 作者: 被詛咒的人 時(shí)間: 2025-3-28 08:07 作者: novelty 時(shí)間: 2025-3-28 11:08
https://doi.org/10.1007/978-90-6704-882-8ll as Minzhu School’s cultural history. Using the paired metaphor of river flowing and fire burning inspired by the Chinese . theory, I highlight those favourable conditions identified by Ann as sustaining and contributing to her citizenship curriculum making and growth.作者: calamity 時(shí)間: 2025-3-28 15:19 作者: 類型 時(shí)間: 2025-3-28 22:17 作者: Anticonvulsants 時(shí)間: 2025-3-29 00:07 作者: 壓倒性勝利 時(shí)間: 2025-3-29 06:44 作者: 經(jīng)典 時(shí)間: 2025-3-29 07:47
https://doi.org/10.1007/978-3-031-18078-1global citizenship education; cross-cultural education; narrative inquiry; Sister School Network; Recipr作者: NOTCH 時(shí)間: 2025-3-29 15:12 作者: 價(jià)值在貶值 時(shí)間: 2025-3-29 17:29
978-3-030-96431-3The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl作者: 拉開這車床 時(shí)間: 2025-3-29 22:06 作者: Gorilla 時(shí)間: 2025-3-30 02:01
