Layering Intermediate and Disciplinary Literacy Work: Lessons Learned From a Secondary Social Studies Teacher Team

被引：16
|
作者：
Dobbs, Christina L. [1 ]
Ippolito, Jacy [2 ]
Charner-Laird, Megin [2 ]
机构：
[1] Boston Univ, Boston, MA 02215 USA
[2] Salem State Univ, Salem, MA USA
来源：
JOURNAL OF ADOLESCENT & ADULT LITERACY | 2016年 / 60卷 / 02期
关键词：
READING-COMPREHENSION; FRIENDLY CRITIQUE; MOJES CALL; SCHOOL; HISTORY; CURRICULUM; AMATEURISM; ATTITUDES; STUDENTS; STRATEGY;
D O I：
10.1002/jaal.547
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
To help students achieve higher levels of disciplinary literacy, to what extent might secondary teachers need to balance introducing discipline-specific strategies with focusing on intermediate literacy work?
引用
收藏
页码：131 / 139
页数：9
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