期刊名称：International Journal of Designs for Learning
印刷版ISSN：2159-449X
出版年度：2016
卷号：7
期号：2
DOI：10.14434/ijdl.v7i2.22323
出版社：Assiciation for Educational Communications & Technology / Indiana University Bloomington
摘要：This special issue represents the second issue of a two-part series in which we forefront a number of examples that address our broad question: what do our designs look like when we partner with teachers? The result is this issue focusing on partnership implementations of designs intended for K-12 classrooms. From an open call for proposals, we invited manuscripts that reflected differing dimensions of contexts, approaches, and scale. We prioritized papers co-authored with teachers, and across the two issues, the majority of projects foreground teachers’ voices.
其他摘要：This special issue represents the second issue of a two-part series in which we forefront a number of examples that address our broad question: what do our designs look like when we partner with teachers? The result is this issue focusing on partnership implementations of designs intended for K-12 classrooms. From an open call for proposals, we invited manuscripts that reflected differing dimensions of contexts, approaches, and scale. We prioritized papers co-authored with teachers, and across the two issues, the majority of projects foreground teachers’ voices.
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