Zobrazeno 1 - 5
of 5
pro vyhledávání: '"Rebecca L. P. Jordan"'
Publikováno v:
The Reading Teacher. 76:285-296
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::99085d4f243f5098a4c0ed59b0a21594
https://doi.org/10.1002/trtr.2142
https://doi.org/10.1002/trtr.2142
Publikováno v:
Literacy Research and Instruction. 59:277-297
Teacher knowledge of reading is an important aspect of teacher quality, though limited research has investigated its associations with how classroom teachers report using instructional strategies t...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0581ace08b82e9d7e7c33549733a1783
https://doi.org/10.1080/19388071.2020.1774689
https://doi.org/10.1080/19388071.2020.1774689
Publikováno v:
Learning Disabilities Research & Practice. 35:72-81
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::13a6914365d04360fb4337aa7fcd32bb
https://doi.org/10.1111/ldrp.12216
https://doi.org/10.1111/ldrp.12216
Publikováno v:
Learning Disabilities Research & Practice. 34:185-193
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6950a9eda9236da14ff9113b5f9040cc
https://doi.org/10.1111/ldrp.12207
https://doi.org/10.1111/ldrp.12207
Publikováno v:
Teaching and Teacher Education. 74:190-204
Although often assessed as one construct, teachers have been shown to draw on both content and pedagogical content knowledge as they teach reading. Factor analysis on sixty-six primary teachers in rural low-wealth districts illustrated that teacher k
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::db63cecf897cb8f952f9ce1f844500e3
https://doi.org/10.1016/j.tate.2018.05.002
https://doi.org/10.1016/j.tate.2018.05.002