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learning and the control group was taught using printed portfolios. Every student in both groups was assessed by academic achievement and changes in their learning attitudes after the experiment.
The results are as follows. First, there exists a sharp difference between the experimental group taught
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zational Analysis, 3(1), 10-23.
Marsick, V.J., & Watkins, K.E. (1999). Facilitating Learning Organizations. Gower, Hampshire, England.
Marquardt, M.J. (1996). Building the learning organization: A system approach to quantum improvement and global success. New York: McGraw-Hill.
Moorman, C., Deshpa
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learning and memory. (2002). Genes Brain Behav 1: 72-81.
77. Jia, Z., Agopyan, N., Miu, P., Xiong, Z., Henderson, J., Gerlai, R., Taverna, F., MacDonald, J., Carlen, P., Abramow-Newerly, W., Roder, J.. (1996). Enhanced LTP in the absence of GluR2. Neuron. 17: 945-956.
78. Gerlai, R. (2002). Hippoc
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success for all the trainee teachers. 제 1 장 서론
1.1 연구의 필요성
1.2 연구목적
1.3 연구방법
제 2 장 배경 이론
2.1 영어교육이론
2.1.1 영어교육이론
2.1.2 초등영어교육이론
2.2 영어교사의 자질과 역할
2.2.1
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success and failure. Cognitive therapy and research, 19, 613-631.
<Abstract>
The Change of Self Efficacy of Preservice Early Childhood Teacher using Microteaching
Kim, Sung Jae
The purpose of this study was to analyze the effect and change of self efficacy of preservice early childhood teacher
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success and failure. Cognitive therapy and research, 19, 613-631.
<Abstract>
The Change of Self Efficacy of Preservice Early Childhood Teacher using Microteaching
Kim, Sung Jae
The purpose of this study was to analyze the effect and change of self efficacy of preservice early childhood teacher
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Successful People, translated by Kim, Kyung-sup, (Kimyong Company, 2001) Contents
Chapter 1. Introduction.............................4
Section 1. Description of Problem.......4
Section 2. Motivation and Purpose of Research.......5
Section 3. Method & Range of Study.............6
C
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