{"title":"实践/7,威尔士:课堂实践中的前景关系框架儿童学习:来自威尔士两所小学课堂的案例研究","authors":"Carolyn Morris","doi":"10.1007/978-3-030-14556-9_8","DOIUrl":null,"url":null,"abstract":"","PeriodicalId":276816,"journal":{"name":"International Perspectives on Early Childhood Education and Development","volume":"6 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Practices/7, Wales: Foregrounding Relationships in Classroom Practices Framing Children’s Learning: Case Studies from Two Primary School Classrooms in Wales\",\"authors\":\"Carolyn Morris\",\"doi\":\"10.1007/978-3-030-14556-9_8\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\",\"PeriodicalId\":276816,\"journal\":{\"name\":\"International Perspectives on Early Childhood Education and Development\",\"volume\":\"6 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"1900-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Perspectives on Early Childhood Education and Development\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1007/978-3-030-14556-9_8\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Perspectives on Early Childhood Education and Development","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/978-3-030-14556-9_8","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Practices/7, Wales: Foregrounding Relationships in Classroom Practices Framing Children’s Learning: Case Studies from Two Primary School Classrooms in Wales