Bilingual teachers’ application of cooperative, collaborative, and peer-tutoring strategies in teaching cognitive content in a randomized control study-Reference-Cited by-同舟云学术

Bilingual teachers’ application of cooperative, collaborative, and peer-tutoring strategies in teaching cognitive content in a randomized control study

Published:2021-09-23 Issue: Volume: Page:1-17
ISSN:1367-0050
Container-title:International Journal of Bilingual Education and Bilingualism
language:en
Short-container-title:International Journal of Bilingual Education and Bilingualism

Author:

Tang Shifang¹²^ORCID,Tong Fuhui¹²^ORCID,Lara-Alecio Rafael¹²^ORCID,Irby Beverly J.³⁴²^ORCID

Affiliation:

1. Department of Educational Psychology, Texas A&M University, College Station, TX, USA

2. Center for Research & Development in Dual Language & Literacy Acquisition (CRDLLA), Texas A&M University, College Station, TX, USA

3. Department of Educational Administration and Human Resource Development, Texas A&M University, College Station, TX, USA

4. Education Leadership Research Center (ELRC), Texas A&M University, College Station, TX, USA

Funder

U.S. Department of Education

Publisher

Informa UK Limited

Subject

Linguistics and Language,Education,Language and Linguistics

Link

https://www.tandfonline.com/doi/pdf/10.1080/13670050.2021.1977777

Reference63 articles.

1. Effects of Dyad Reading Instruction on the Reading Achievement of Hispanic Third-Grade English Language Learners

2. Interacting with a suite of educative features: Elementary science teachers' use of educative curriculum materials

3. Developing Literacy in English Language Learners: Findings From a Review of the Experimental Research

4. Online professional development

5. Assessing the Academic, Social, and Language Production Outcomes of English Language Learners Engaged in Peer Tutoring: A Systematic Review

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