Equity, teaching practice and the curriculum: exploring differences in access to knowledge
Gespeichert in:
| Weitere Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
London ; New York
Routledge, Taylor & Francis Group
2022
|
| Schriftenreihe: | Routledge research in education
|
| Schlagworte: | |
| Online-Zugang: | Volltext Volltext |
| Beschreibung: | 1 Online-Ressource (xi, 158 Seiten) Diagramme |
| ISBN: | 9781003218067 |
| DOI: | 10.4324/9781003218067 |
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| publisher | Routledge, Taylor & Francis Group |
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| series2 | Routledge research in education |
| spellingShingle | Equity, teaching practice and the curriculum exploring differences in access to knowledge Curriculum (DE-588)4010781-4 gnd |
| subject_GND | (DE-588)4010781-4 (DE-588)4077258-5 (DE-588)4143413-4 |
| title | Equity, teaching practice and the curriculum exploring differences in access to knowledge |
| title_auth | Equity, teaching practice and the curriculum exploring differences in access to knowledge |
| title_exact_search | Equity, teaching practice and the curriculum exploring differences in access to knowledge |
| title_exact_search_txtP | Equity, teaching practice and the curriculum exploring differences in access to knowledge |
| title_full | Equity, teaching practice and the curriculum exploring differences in access to knowledge edited by Ninni Wahlström |
| title_fullStr | Equity, teaching practice and the curriculum exploring differences in access to knowledge edited by Ninni Wahlström |
| title_full_unstemmed | Equity, teaching practice and the curriculum exploring differences in access to knowledge edited by Ninni Wahlström |
| title_short | Equity, teaching practice and the curriculum |
| title_sort | equity teaching practice and the curriculum exploring differences in access to knowledge |
| title_sub | exploring differences in access to knowledge |
| topic | Curriculum (DE-588)4010781-4 gnd |
| topic_facet | Curriculum Schweden Aufsatzsammlung |
| url | https://directory.doabooks.org/handle/20.500.12854/78084 https://doi.org/10.4324/9781003218067 |
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