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

页码：131 / 139

页数：9

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