線上搜尋書籍、章節、期刊論文及報告

搜尋結果: 顯示第 11-20 筆資料 (共 174 筆)
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  • 12. Eastern and western perspectives: Educational and policy contexts and how they have shaped approaches to class size
    文件類型: 章節
    頁數: 21-39
    出版年: 2017
    出版地: New York
    出版者: Routledge
  • 13. Learning to teach small classes: Lessons from East Asia
    文件類型: 書籍
    出版年: 2014
    出版地: New York
    出版者: Routledge
  • 14. Class size: Eastern and western perspectives
    文件類型: 書籍
    出版年: 2017
    出版地: New York
    出版者: Routledge
  • 15. Using attainment data to enhance the learning effectiveness of all students
    文件類型: 期刊論文
    來源資料: Hong Kong Special Education Forum, 14, 1-21, 2012
    出版年: 2012
    出版者: Special Education Society of Hong Kong Ltd.
  • 16. Are we making teaching too difficult? A critical look at 'differentiation' in the classroom
    作者: Westwood, Peter
    文件類型: 期刊論文
    來源資料: Hong Kong Special Education Forum, 5, 13-29, 2002
    出版年: 2002
    出版者: Special Education Society of Hong Kong Ltd.
  • 17. Moving toward inclusion in Hong Kong? Proceed with caution: a personal viewpoint 
    作者: Westwood, Peter
    文件類型: 期刊論文
    來源資料: Hong Kong Special Education Forum, 2(1), 29-38, 1999
    出版年: 1999
    出版者: Special Education Society of Hong Kong Ltd.
  • 18. Impact of the 'voluntary optimisation of class structure scheme' on principal leadership and teacher job satisfaction in Hong Kong secondary schools
    文件類型: 會議論文
    會議: WERA Focal Meeting & HKERA International Conference 2017 (WERA-HKERA 2017): Innovation, Reform and Education Change in a Contemporary World (2017: The Education University of Hong Kong, Hong Kong)
  • 19. Sustaining the effect of professional development on small-class teaching: Self-owned model of school-based teacher development
    文件類型: 章節
    頁數: 421-432
    出版年: 2017
    出版地: Singapore
    出版者: Springer Singapore
  • 20. Using blended learning strategies in teaching mixed methods research: A case in Hong Kong
    文件類型: 期刊論文
    來源資料: Journal of Educational Enquiry, 15(1), 15-25, 2016
    出版年: 2016
    出版者: University of South Australia. Centre for Research in Education, Equity and Work

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