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A traditional deficit approach to supporting learning, that is reactive, remedial and specialist, is costly, and limited in its impact. (Cottrell, 2001; Wolfendale, 1996; Peelo and Wareham, 2002;Tinto, 1997). The result of depending on such an approa
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=dedup_wf_001::4fe5794c946a978c63b37773900b7762
http://hdl.handle.net/2086/1684
http://hdl.handle.net/2086/1684