Zobrazeno 1 - 8
of 8
pro vyhledávání: '"Nermin Vehabovic"'
Autor:
Nermin Vehabovic
Publikováno v:
Journal of Literacy Research. 53:382-405
This multiple case study is part of a larger investigation of literacy practices in “Our Home,” an after-school program that provides learning support to children from refugee backgrounds. I asked, “What happens when translingual children from
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f8ea8a2ee6404e6947aa72c9a9457db0
https://doi.org/10.1177/1086296x211030469
https://doi.org/10.1177/1086296x211030469
Publikováno v:
Improving Schools. 24:165-181
In this article, we discuss tensions that emerged as we collaborated with teachers to iteratively design and refine an afterschool reading intervention approach that emphasizes inquiry and disciplinary learning for upper elementary readers positioned
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::bb43294f64b7a969b601cf3dbd9f8ae3
https://doi.org/10.1177/1365480220959148
https://doi.org/10.1177/1365480220959148
Autor:
Nermin Vehabovic
Publikováno v:
Proceedings of the 2020 AERA Annual Meeting.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c9bbccf78d2d8e4bc0ea5dfc9abdaf41
https://doi.org/10.3102/1582860
https://doi.org/10.3102/1582860
Autor:
Nermin Vehabovic, Dennis S. Davis
Publikováno v:
The Reading Teacher. 71:579-588
The authors offer guidance on recognizing and resisting test-centric instruction in reading comprehension. They posit that five practices indicate a test-centric view of comprehension: when the tested content is privileged, when the test becomes the
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b33afdf9df5dca1c7e8e12ff6672f281
https://doi.org/10.1002/trtr.1641
https://doi.org/10.1002/trtr.1641
Autor:
Nermin Vehabovic, Casey Medlock Paul
Publikováno v:
TESOL Journal. 11
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::45c6445909fef21a12b7ad323b97a63e
https://doi.org/10.1002/tesj.456
https://doi.org/10.1002/tesj.456
Publikováno v:
Early Childhood Education Journal.
In classrooms, reading and responding to literature has been identified as a powerful method for dealing with critical social issues, including bullying and racism. The purpose of this article is to analyze children’s literature published from 1997
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9d55315996f546dfa0e73b3d36d8067a
https://doi.org/10.1007/s10643-019-00933-9
https://doi.org/10.1007/s10643-019-00933-9
Autor:
Nermin Vehabovic, Casey Medlock Paul
The reading education of English language learners (ELLs) has been established as a critical issue in education policy and practice. Due to rapid growth of immigration to the United States, significantly increasing numbers of students in U.S. schools
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::69a3b415b08e43ed613b5d72d9714ec8
https://doi.org/10.4018/978-1-5225-3123-4.ch015
https://doi.org/10.4018/978-1-5225-3123-4.ch015
Autor:
Nermin Vehabovic, Casey Medlock Paul
The development of biliteracy among English language learners (ELLs) has been established as a critical issue in education policy and practice. We live in an era of increasing globalization, which results in increased numbers of immigrants in the Uni
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::2fd79e297c6b7d22618e00ca5f74de36
https://doi.org/10.4018/978-1-5225-3123-4.ch003
https://doi.org/10.4018/978-1-5225-3123-4.ch003