B. Nash, Heather Dunham, Jessica Murdter-Atkinson, Melissa Mosley Wetzel
{"title":"多元文化的文化支撑途径:从学生的知识基金构建田野教师教育","authors":"B. Nash, Heather Dunham, Jessica Murdter-Atkinson, Melissa Mosley Wetzel","doi":"10.1080/19388071.2022.2153766","DOIUrl":null,"url":null,"abstract":"","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"1 1","pages":""},"PeriodicalIF":1.1000,"publicationDate":"2023-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"A Culturally Sustaining Approach to Multimodal Literacies: Building from Students’ Funds of Knowledge in Field-Based Teacher Education\",\"authors\":\"B. Nash, Heather Dunham, Jessica Murdter-Atkinson, Melissa Mosley Wetzel\",\"doi\":\"10.1080/19388071.2022.2153766\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\",\"PeriodicalId\":45434,\"journal\":{\"name\":\"Literacy Research and Instruction\",\"volume\":\"1 1\",\"pages\":\"\"},\"PeriodicalIF\":1.1000,\"publicationDate\":\"2023-01-04\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Literacy Research and Instruction\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/19388071.2022.2153766\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Literacy Research and Instruction","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/19388071.2022.2153766","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
期刊介绍:
Literacy Research and Instruction (formerly Reading Research and Instruction), the official journal of the College Reading Association, is an international refereed professional journal that publishes articles dealing with research and instruction in reading education and allied literacy fields. The journal is especially focused on instructional practices and applied or basic research of special interest to reading and literacy educators. Peer Review Policy: All articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by reviewers.