{"title":"询问幼儿的写作行程:通过个人数字查询促进学科素养","authors":"Jon M. Wargo, Kierstin Giunco","doi":"10.1002/trtr.2253","DOIUrl":null,"url":null,"abstract":"Abstract Offering a heuristic to apprentice young children into the disciplines, we examine how one multiage classroom teacher leveraged the resources of personal digital inquiry to forward students’ knowledge building.","PeriodicalId":47799,"journal":{"name":"Reading Teacher","volume":"18 1","pages":"0"},"PeriodicalIF":1.4000,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Interrogating Young Children's Itineraries for Writing: Promoting Disciplinary Literacy through Personal Digital Inquiry\",\"authors\":\"Jon M. Wargo, Kierstin Giunco\",\"doi\":\"10.1002/trtr.2253\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract Offering a heuristic to apprentice young children into the disciplines, we examine how one multiage classroom teacher leveraged the resources of personal digital inquiry to forward students’ knowledge building.\",\"PeriodicalId\":47799,\"journal\":{\"name\":\"Reading Teacher\",\"volume\":\"18 1\",\"pages\":\"0\"},\"PeriodicalIF\":1.4000,\"publicationDate\":\"2023-10-04\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Reading Teacher\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1002/trtr.2253\",\"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}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Reading Teacher","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1002/trtr.2253","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}
Interrogating Young Children's Itineraries for Writing: Promoting Disciplinary Literacy through Personal Digital Inquiry
Abstract Offering a heuristic to apprentice young children into the disciplines, we examine how one multiage classroom teacher leveraged the resources of personal digital inquiry to forward students’ knowledge building.
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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