Teacher knowledge and student learning: An examination of teacher pedagogies for the same writing topic across two consecutive grades-Reference-Cited by-同舟云学术

Teacher knowledge and student learning: An examination of teacher pedagogies for the same writing topic across two consecutive grades

Published:2020-10 Issue:3 Volume:43 Page:224-234
ISSN:1038-1562
Container-title:The Australian Journal of Language and Literacy
language:en
Short-container-title:AJLL

Author:

Mantei Jessica,Kervin Lisa

Publisher

Springer Science and Business Media LLC

Subject

Linguistics and Language,Education,Language and Linguistics

Link

https://link.springer.com/content/pdf/10.1007/BF03652058.pdf

Reference42 articles.

1. Australian Curriculum Assessment and Reporting Authority (ACARA) (2018). National literacy learning progression. Retrieved from https://www.australiancurriculum.edu.au/resources/national-literacy-and-numeracy-learning-progressions/

2. ACARA. (2017). National Assessment Program [Electronic version]. Retrieved from http://reports.acara.edu.au/Home/TimeSeries.

3. Bernstein, B. (1975). Class and pedagogies: Visible and invisible. Educational studies, 1 (1), 23–41.

4. Butler, A. & Turbill, J. (1984). Towards a reading-writing classroom. Heinemann, Portsmouth: NH.

5. Calkins, L.M. (1983). Lessons from a child: On the teaching and learning of writing. Heinemann, Portsmouth, NH.

Cited by 2 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Inclusion in Early Childhood Education: A Sense-Making Perspective;Sustainable Development Goals Series;2023

2. Examining children’s interpretations of teacher expectations in the literacy classroom;The Australian Journal of Language and Literacy;2021-06