{"title":"Constructing (ad)ventures in Collaborative Composing: Examining a Case of (un)sanctioned Play in the Elementary Literacies Classroom","authors":"Cassie J. Brownell","doi":"10.1002/trtr.2163","DOIUrl":null,"url":null,"abstract":"","PeriodicalId":47799,"journal":{"name":"Reading Teacher","volume":" ","pages":""},"PeriodicalIF":1.4000,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Reading Teacher","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1002/trtr.2163","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
期刊介绍：
The Reading Teacher (RT) provides the latest peer-reviewed, research-based best practices to literacy educators working with children up to age 12. RT’s classroom-ready articles cover topics from curriculum, instruction, and assessment to strategies for teaching diverse populations of literacy learners.
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