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Publikováno v:
Teaching and Teacher Education. 66:96-106
Five fifth-grade teachers used generous reading to expand their perspectives on student writing beyond the rubric-based writing assessment. Their discussions were recorded and compared to discussions of four fifth-grade teachers who did not use gener
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5446e8567a66167ac937429d162ef40d
https://doi.org/10.1016/j.tate.2017.03.017
https://doi.org/10.1016/j.tate.2017.03.017
