Writing to learn in science: Effects on Grade 4 students' understanding of balance-Reference-Cited by-同舟云学术

Writing to learn in science: Effects on Grade 4 students' understanding of balance

Published:2016-09-14 Issue:4 Volume:110 Page:366-379
ISSN:0022-0671
Container-title:The Journal of Educational Research
language:en
Short-container-title:The Journal of Educational Research

Author:

Gillespie Rouse Amy¹,Graham Steve²,Compton Donald³

Affiliation:

1. Department of Teaching & Learning, Southern Methodist University, Dallas, Texas, USA

2. Mary Lou Fulton Teachers College, Arizona State University, Scottsdale, Arizona, USA

3. Department of Developmental Psychology, Florida State University, Tallahassee, Florida, USA

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/00220671.2015.1103688

Reference42 articles.

1. Ayers, W. E. (1993). A study of the effectiveness of expressive writing as a learning enhancement in middle school science. (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses Full Text. (UMI No. 9408754).

2. Teaching Expressive Writing to Students with Learning Disabilities

3. The Effects of School-Based Writing-to-Learn Interventions on Academic Achievement: A Meta-Analysis

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