Exploring the Impact of a Reflexive, co-designed Program of Professional Learning for the Teaching of Writing in Elementary School Classrooms-Reference-Cited by-同舟云学术

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Exploring the Impact of a Reflexive, co-designed Program of Professional Learning for the Teaching of Writing in Elementary School Classrooms

Published:2022-11-11 Issue: Volume: Page:1-33
ISSN:1938-8071
Container-title:Literacy Research and Instruction
language:en
Short-container-title:Literacy Research and Instruction

Author:

Ryan Mary¹^ORCID,Weber Lauren¹^ORCID,Barton Georgina²^ORCID,Dutton Janet³^ORCID

Affiliation:

1. Faculty of Education & Arts, Australian Catholic University, North Sydney, New South Wales, Australia

2. School of Education, University of Southern Queensland, Springfield, Queensland, Australia

3. Macquarie School of Education, Macquarie University, Macquarie Park, New South Wales, Australia

Funder

Australian Research Council

Publisher

Informa UK Limited

Subject

Linguistics and Language,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/19388071.2022.2130115

Reference39 articles.

2. The Reflexive Imperative in Late Modernity

3. Scientific practitioner

4. Teachers activating learners: The effects of a student-centred feedback approach on writing achievement

5. From fixing the work to improving the learner: An initial evaluation of a professional learning intervention using a new student-centred feedback model

Cited by 3 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. Teacher produced video tours of classrooms: what matters for their teaching of writing?;The Australian Educational Researcher;2024-09-12

2. Reflexive empathy as social relation: the case for contextualised professional learning;Discourse: Studies in the Cultural Politics of Education;2023-11-20

3. Reflexivity and children’s exploration of moral aesthetics in creative writing;English in Education;2023-10-02

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