Scaffolding as a key role for teaching assistants: Perceptions of their pedagogical strategies.

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作者： David,Bowles ^[1] ; Julie,Radford ^[2] ; Ioanna,Bakopoulou ^[3]

作者单位： London Borough of Barking and Dagenham, London, UK. ^[1] Psychology and Human Development, UCL Institute of Education, UK. ^[2] School of Education, University of Bristol, UK. ^[3]

关键词 classroom interaction educational psychologists pedagogy scaffolding teaching assistants

主题词成年人(Adult);女(雌)性(Female);人类(Humans);男(雄)性(Male);中年人(Middle Aged);定性研究(Qualitative Research);院校(Schools);教学(Teaching);青年人(Young Adult)

DOI 10.1111/bjep.12197

PMID 29152714

发布时间 2019-07-10

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The British journal of educational psychology

2018年88卷3期

499-512页

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Scaffolding as a key role for teaching assistants: Perceptions of their pedagogical strategies.

The British journal of educational psychology

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The British journal of educational psychology

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Scaffolding as a key role for teaching assistants: Perceptions of their pedagogical strategies.

The British journal of educational psychology

相似文献

The British journal of educational psychology

相关期刊

检索历史清除