| 2020-08 |
Effects of Collaborative Knowledge Building Technologies on Students` Graphical Literacy and Writing Skills |
洪煌堯、Hong, Huang-Yao |
report |
說明頁(263) |
| 2020-08 |
Using Cloud Epistemic Tool to Assist University Students` Self-Directed Learning in Multimodal and Multitext Reading Literacy |
洪煌堯、Hong, Huang-Yao、李元萱 |
report |
說明頁(224) |
| 2021-08 |
Using Cloud Epistemic Tool to Assist University Students` Self-Directed Learning in Multimodal and Multitext Reading Literacy |
洪煌堯、Hong, Huang-Yao、李元萱 |
report |
說明頁(216) |
| 2022-08 |
Using Cloud Epistemic Tool to Assist University Students` Self-Directed Learning in Multimodal and Multitext Reading Literacy |
洪煌堯、Hong, Huang-Yao、李元萱 |
report |
說明頁(249) |
| 2021-08 |
Using Idea-Centered Pedagogy and Technology in a Knowledge Building Environment to Foster Self-Regulated Learning |
洪煌堯、Hong, Huang-Yao |
report |
說明頁(182) |
| 2022-07 |
Making Higher- Making Thinking Visible, Mindful, and Sensible: the Development and Implementation of Higher-Order Thinking Programs |
葉玉珠 |
report |
說明頁(181) |
| 2022-07 |
人窮，志窮？學業復原力及全面心理健康對緩和馬太效應影響之研究 |
余民寧 |
report |
說明頁(183) |
| 2023-01 |
Classroom Management from the Perspectives of Intersectional Pedagogy: Teachers’ Multicultural Literacy as an Intermediary |
李淑菁 |
report |
說明頁(88) |
| 2023-07 |
你是不是機器人？社會情緒學習能力發展之研究 |
余民寧 |
report |
說明頁(77) |
| 2022-07 |
協同視導實踐之個案研究 —以台北市教學輔導教師之個案學校到跨校協作為例 |
郭昭佑 |
report |
說明頁(23) |
| 2017-10 |
校長評鑑之後設評鑑研究Ⅱ—以新北市校長評鑑為例 |
郭昭佑 |
report |
說明頁(55) |
| 2019-07 |
教學視導方案評鑑研究 —發展性視導可行方案與教師支持系統建構(1) |
郭昭佑 |
report |
說明頁(32) |
| 2021-10 |
教學視導方案評鑑研究 —發展性視導可行方案與教師支持系統建構(2) |
郭昭佑 |
report |
說明頁(42) |
| 2019-09 |
學校課程發展評鑑之個案研究—一所高中特色課程發展策略指標建構與評鑑 |
郭昭佑 |
report |
說明頁(53) |
| 2021-11 |
大學生消沉傾向之發展與影響：現象探討與趨勢分析 |
吳珮瑀 |
report |
說明頁(35) |
| 2022-10 |
酒癮患者的消沉歷程與其早年生活經驗之探索 |
吳珮瑀 |
report |
說明頁(32) |
