نتائج البحث

Ideology, class and rationality: a critique of Cambridge International Examinations’ Thinking Skills curriculum.

• Authors : Lim, Leonel (AUTHOR)

Subjects: COGNITIVE ability; REASON; CURRICULUM

• Source: Cambridge Journal of Education. Dec2012, Vol. 42 Issue 4, p481-495. 15p.

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Making space for VET learning after the Bradley Review: Rethinking knowledge to support inclusion and equity.

• Authors : Pardy, John (AUTHOR); Seddon, Terri (AUTHOR)

Subjects: VOCATIONAL education; HIGHER education; OCCUPATIONAL trainingAUSTRALIA

• Source: Cambridge Journal of Education. Mar2011, Vol. 41 Issue 1, p53-65. 13p. 1 Chart.

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Social trajectories or disrupted identities? Changing and competing models of teacher professionalism under New Labour.

• Authors : Leaton Gray, Sandra (AUTHOR); Whitty, Geoff (AUTHOR)

Subjects: EDUCATION & politics; EDUCATION & society; TEACHER trainingENGLAND

• Source: Cambridge Journal of Education. Mar2010, Vol. 40 Issue 1, p5-23. 19p. 1 Diagram, 2 Charts.

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Universities as a meeting point with new academic knowledge, society and culture: cognitive and emotional transitions during higher education.

• Authors : Weiner‐Levy, Naomi (AUTHOR)

Subjects: DRUZE women; HIGHER education of women; FEMININE identityISRAEL

• Source: Cambridge Journal of Education. Dec2008, Vol. 38 Issue 4, p497-512. 16p.

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Ideology, class and rationality: a critique of Cambridge International Examinations’Thinking Skillscurriculum

• Authors : Leonel Lim

Subjects: Critical discourse analysis; Middle class; Critical thinking

• Source: Cambridge Journal of Education. 42:481-495

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Social trajectories or disrupted identities? Changing and competing models of teacher professionalism under New Labour

• Authors : Geoff Whitty; Sandra Leaton Gray

Subjects: Education reform; Pedagogy; Workforce

• Source: Cambridge Journal of Education. 40:5-23

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Universities as a meeting point with new academic knowledge, society and culture: cognitive and emotional transitions during higher education

• Authors : Naomi Weiner‐Levy

Subjects: Knowledge society; Framing (social sciences); Higher education

• Source: Cambridge Journal of Education. 38:497-512

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Dongshi as reflexive habitus to understand Chinese rural students' academic success.

• Authors : Xu, Yanru

Subjects: RURAL children; SOCIOLOGY; REFLEXIVITYCHINA

• Source: Cambridge Journal of Education. Apr2022, Vol. 52 Issue 2, p255-270. 16p. 1 Chart.

تفاصيل العنوان

Book reviews.

• Source: Cambridge Journal of Education. Sep2006, Vol. 36 Issue 3, p461-476. 16p.

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Punishment, education and nihilism.

• Authors : Stott, Lawrence

• Source: Cambridge Journal of Education. Feb1986, Vol. 16 Issue 1, p37-40. 4p.

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