Zobrazeno 1 - 10
of 202
pro vyhledávání: '"Lucinda Pease-Alvarez"'
Publikováno v:
Language in Society, 1996 Jun 01. 25(2), 325-328.
Externí odkaz:
https://www.jstor.org/stable/4168711
Autor:
Torres, Lourdes
Publikováno v:
Anthropological Linguistics, 1996 Apr 01. 38(1), 176-178.
Externí odkaz:
https://www.jstor.org/stable/30028460
Autor:
Balhorn, Mark
Publikováno v:
TESOL Quarterly, 1997 Jul 01. 31(2), 380-381.
Externí odkaz:
https://www.jstor.org/stable/3588061
Autor:
Trueba, Henry T.
Publikováno v:
Anthropology & Education Quarterly, 1996 Sep 01. 27(3), 450-451.
Externí odkaz:
https://www.jstor.org/stable/3195820
Autor:
Bambi B. Schieffelin
Publikováno v:
Language in Society. 25:325-328
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e6bfecafbd2bea54a706924bdaf1d953
https://doi.org/10.1017/s0047404500020765
https://doi.org/10.1017/s0047404500020765
Autor:
Gonzalez, Norma
Publikováno v:
American Anthropologist, 1995 Jun 01. 97(2), 389-390.
Externí odkaz:
https://www.jstor.org/stable/682000
Autor:
Eugene Matusov, Lucinda Pease-Alvarez
Publikováno v:
Dialogic Pedagogy, Vol 8, Iss 0 (2020)
The purpose of this article is to examine and conceptualize our pedagogical and organizational experiences and understandings of how undergraduates and instructors participating in the UC-Links Project from Fall 1996 to Spring 1997 learned together t
Externí odkaz:
https://doaj.org/article/9425e366a11844c18f0becf37ae4c58b
Autor:
Henry T. Trueba
Publikováno v:
Anthropology & Education Quarterly. 27:450-451
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::09afac443b2c2be25a041c4c5c36ab75
https://doi.org/10.1525/aeq.1996.27.3.04x0362x
https://doi.org/10.1525/aeq.1996.27.3.04x0362x
Autor:
Norma González
Publikováno v:
American Anthropologist. 97:389-390
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5d1d3680f366f274c9b12e4a80f2c7c4
https://doi.org/10.1525/aa.1995.97.2.02a00450
https://doi.org/10.1525/aa.1995.97.2.02a00450
This volume brings together established and new scholarly voices to explore how participatory and situated approaches to learning can contribute to educational innovation. The contributors'critical examinations of educational programming and engageme
