Battambang Teacher Education College Canvas

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18 αž”αŸ’αžšαž—αŸαž‘αž―αž€αžŸαžΆαžš
αž‘αžΆαŸ†αž„αž’αžŸαŸ‹ αž‚αžšαž»αž€αŸ„αžŸαž›αŸ’αž™ αž“αžœαžΆαž“αž»αžœαžαŸ’αžαž“αŸ αž€αž˜αŸ’αž˜αžœαž·αž’αžΈαžŸαž·αž€αŸ’αžŸαžΆαž›αž˜αŸ’αž’αž·αž αž€αž‰αŸ’αž…αž”αŸ‹αž’αŸ†αžŽαžΆαž“ αž“αž·αž„αž‚αžŽαž·αžαžœαž·αž‘αŸ’αž™αžΆαžαŸ’αž“αžΆαž€αŸ‹αžŠαŸ†αž”αžΌαž„ αž€αž˜αŸ’αžšαž„αžŸαŸ€αžœαž—αŸ… αž§αž”αž“αžΆαž™αž€αžšαžŠαŸ’αž‹αž˜αž“αŸ’αžαŸ’αžšαžΈ αž’αž€αŸ’αžŸαžšαžŸαž·αž›αŸ’αž”αŸ αž”αž…αŸ’αž…αŸαž€αžœαž·αž‘αŸ’αž™αžΆ αžŸαŸ’αžšαžΆαžœαž‡αŸ’αžšαžΆαžœαž”αŸ’αžšαžαž·αž”αžαŸ’αžαž· αžœαž·αž’αžΈαžŸαžΆαžŸαŸ’αžšαŸ’αžαž”αž„αŸ’αžšαŸ€αž“αžœαž·αž‘αŸ’αž™αžΆαžŸαžΆαžŸαŸ’αžšαŸ’αž αž‚αžŽαž·αžαžœαž·αž‘αŸ’αž™αžΆ αž‚αžΈαž˜αžΈαžœαž·αž‘αŸ’αž™αžΆ αž‡αžΈαžœαŸˆαžœαž·αž‘αŸ’αž™αžΆ αž•αŸ‚αž“αžŠαžΈαžœαž·αž‘αŸ’αž™αžΆ αžšαžΌαž”αžœαž·αž‘αŸ’αž™αžΆ αž‘αžŸαŸ’αžŸαž“αžœαž·αž‘αŸ’αž™αžΆ αž“αž·αž„αž…αž·αžαŸ’αžαžœαž·αž‘αŸ’αž™αžΆ αž€αž˜αŸ’αž˜αžœαž·αž’αžΈ PISA αžαŸαžŸαŸ’αžŠ SEA-PLM Scientific publication Reports and Theses

αž”αž„αŸ’αž αžΆαž‰ 10 αž€αŸ’αž“αž»αž„αž…αŸ†αžŽαŸ„αž˜ 10 αžŸαŸ€αžœαž—αŸ…

A COUNTRY REPORT PISA 2022 RESULTS FOR CAMBODIA
A COUNTRY REPORT PISA 2022 RESULTS FOR CAMBODIA
155
Education intheEastern Partnership: Findings from PISA
Education intheEastern Partnership: Findings from PISA
233
PISA 2022 Results The State of Learning and Equity in Education Publication (Volume I)
PISA 2022 Results The State of Learning and Equity in Education Publication (Volume I)
1,204
PISA 2022 Results Learning During – and From – Disruption Publication (Volume II)
PISA 2022 Results Learning During – and From – Disruption Publication (Volume II)
155
PISA 2022 Results Creative Minds, Creative Schools Publication (Volume III)
PISA 2022 Results Creative Minds, Creative Schools Publication (Volume III)
171
PISA FOR DEVELOPMENT Results in Focus
PISA FOR DEVELOPMENT Results in Focus
141
αž―αž€αžŸαžΆαžšαž‡αŸ†αž“αž½αž™αžŸαŸ’αž˜αžΆαžšαžαžΈαžŸαŸ’αžαžΈαž–αžΈ "αžŸαŸ†αžŽαž½αžšαžαŸαžŸαŸ’αžαž‚αŸ†αžšαžΌαž“αž€αž˜αŸ’αž˜αžœαž·αž’αžΈαž’αž“αŸ’αžαžšαž‡αžΆαžαž·αžŸαŸ’αžŠαžΈαž–αžΈαžšαž„αŸ’αžœαžΆαž™αžαž˜αŸ’αž›αŸƒαž›αž‘αŸ’αž’αž•αž›αžŸαž·αž€αŸ’αžŸαžΆαžšαž”αžŸαŸ‹αžŸαž·αžŸαŸ’αžŸ αžŸαž˜αŸ’αžšαžΆαž”αŸ‹αž”αŸ’αžšαž‘αŸαžŸαž€αŸ†αž–αž»αž„αž’αž—αž·αžœαžŒαŸ’αž (PISA-D)” αž’αŸ†αžŽαžΆαž“
αž―αž€αžŸαžΆαžšαž‡αŸ†αž“αž½αž™αžŸαŸ’αž˜αžΆαžšαžαžΈαžŸαŸ’αžαžΈαž–αžΈ "αžŸαŸ†αžŽαž½αžšαžαŸαžŸαŸ’αžαž‚αŸ†αžšαžΌαž“αž€αž˜αŸ’αž˜αžœαž·αž’αžΈαž’αž“αŸ’αžαžšαž‡αžΆαžαž·αžŸαŸ’αžŠαžΈαž–αžΈαžšαž„αŸ’αžœαžΆαž™αžαž˜αŸ’αž›αŸƒαž›αž‘αŸ’αž’αž•αž›αžŸαž·αž€αŸ’αžŸαžΆαžšαž”αžŸαŸ‹αžŸαž·αžŸαŸ’αžŸ αžŸαž˜αŸ’αžšαžΆαž”αŸ‹αž”αŸ’αžšαž‘αŸαžŸαž€αŸ†αž–αž»αž„αž’αž—αž·αžœαžŒαŸ’αž (PISA-D)” αž’αŸ†αžŽαžΆαž“
193
αž―αž€αžŸαžΆαžšαž‡αŸ†αž“αž½αž™αžŸαŸ’αž˜αžΆαžšαžαžΈαžŸαŸ’αžαžΈαž–αžΈ *αžŸαŸ†αžŽαž½αžšαž—αžŸαŸ’αžαž‚αŸ†αžšαžΌαž“αŸƒαž€αž˜αŸ’αž˜αžœαž·αž’αžΈαž’αž“αŸ’αžαžšαž‡αžΆαžαž·αžŸαŸ’αžŠαžΈαž–αžΈαžšαž„αŸ’αžœαžΆαž™αžαž˜αŸ’αž›αŸƒαž›αž‘αŸ’αž’αž•αž›αžŸαž·αž€αŸ’αžŸαžΆαžšαž”αžŸαŸ‹αžŸαž·αžŸαŸ’αžŸ αžŸαž˜αŸ’αžšαžΆαž”αŸ‹αž”αŸ’αžšαž‘αŸαžŸαž€αŸ†αž–αž»αž„αž’αž—αž·αžœαžŒαŸ’αž (PISA-D)" αžœαž·αž‘αŸ’αž™αžΆαžŸαžΆαžŸαŸ’αžšαŸ’αž
αž―αž€αžŸαžΆαžšαž‡αŸ†αž“αž½αž™αžŸαŸ’αž˜αžΆαžšαžαžΈαžŸαŸ’αžαžΈαž–αžΈ *αžŸαŸ†αžŽαž½αžšαž—αžŸαŸ’αžαž‚αŸ†αžšαžΌαž“αŸƒαž€αž˜αŸ’αž˜αžœαž·αž’αžΈαž’αž“αŸ’αžαžšαž‡αžΆαžαž·αžŸαŸ’αžŠαžΈαž–αžΈαžšαž„αŸ’αžœαžΆαž™αžαž˜αŸ’αž›αŸƒαž›αž‘αŸ’αž’αž•αž›αžŸαž·αž€αŸ’αžŸαžΆαžšαž”αžŸαŸ‹αžŸαž·αžŸαŸ’αžŸ αžŸαž˜αŸ’αžšαžΆαž”αŸ‹αž”αŸ’αžšαž‘αŸαžŸαž€αŸ†αž–αž»αž„αž’αž—αž·αžœαžŒαŸ’αž (PISA-D)" αžœαž·αž‘αŸ’αž™αžΆαžŸαžΆαžŸαŸ’αžšαŸ’αž
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PISA in Focus (What can we learn about teacher support for students from PISA data?)
PISA in Focus (What can we learn about teacher support for students from PISA data?)
142
αžšαž€αž˜αž·αž“αžƒαžΎαž‰αž›αž‘αŸ’αž’αž•αž› αžŸαžΌαž˜αž–αŸ’αž™αžΆαž™αžΆαž˜αž”αŸ’αžšαžΎαž–αžΆαž€αŸ’αž™αž‚αž“αŸ’αž›αžΉαŸ‡αž•αŸ’αžŸαŸαž„
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