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Strategies to engage students in learning, minimise educational inequality and improve teacher professionalism [Editorial]
Editorial: Strategies to engage students in learning, minimise educational inequality and improve teacher professionalism.
History
School
- Science
Department
- Mathematics Education Centre
Published in
Learning: Research and PracticeVolume
8Issue
2Pages
79 - 83Publisher
Taylor & FrancisVersion
- AM (Accepted Manuscript)
Rights holder
© Informa UK Limited, trading as Taylor & Francis GroupPublisher statement
This is an Accepted Manuscript version of the following article, accepted for publication in Learning: Research and Practice. Ouhao Chen (2022) Strategies to engage students in learning, minimise educational inequality and improve teacher professionalism, Learning: Research and Practice, 8:2, 79-83, DOI: 10.1080/23735082.2022.2110364. It is deposited under the terms of the Creative Commons Attribution-NonCommercial License (http://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited.Publication date
2022-09-19Copyright date
2022ISSN
2373-5082eISSN
2373-5090Publisher version
Language
- en
