Please use this identifier to cite or link to this item:
192.168.6.56/handle/123456789/34519
Full metadata record
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Reema, A. Alsweel | - |
dc.date.accessioned | 2019-01-10T08:30:12Z | - |
dc.date.available | 2019-01-10T08:30:12Z | - |
dc.date.issued | 2012 | - |
dc.identifier.isbn | 657-4-65-231-3 | - |
dc.identifier.uri | http://10.6.20.12:80/handle/123456789/34519 | - |
dc.description | This paper is the third study conducted at our university examining carefully structured learning sequences including face-to-face and online blended communities of practice that provide critical methodological training in transitioning teachers to learner-centered instruction for today’s millennial learners. | en_US |
dc.language | En | - |
dc.language.iso | en | en_US |
dc.publisher | George Mason University | en_US |
dc.subject | Bridging Instructional Gaps | en_US |
dc.title | Theory and Practice in Language Studies | en_US |
dc.type | Book | en_US |
Appears in Collections: | Linguistics |
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