Zobrazeno 1 - 10
of 23
pro vyhledávání: '"Shannon M. Daniel"'
Autor:
Minjung Ryu, Shannon M. Daniel
Publikováno v:
Asia-Pacific Science Education. 6:319-345
Project RESET engaged resettled Chin refugee teens in critical STEM literacy practices in a community-based afterschool STEM enrichment program in the United States. Over the course of nine months, the participants multimodally and multilinguisticall
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::62b1bd49c5e13be3fb2c55f35c87dee9
https://doi.org/10.1163/23641177-bja10008
https://doi.org/10.1163/23641177-bja10008
Publikováno v:
Journal of Literacy Research. 51:75-99
This case study examines one third-grade teacher’s strategic participation in translingual practice and the ways that this participation shaped emerging bilingual students’ meaningful engagements with texts. Using a transliteracies perspective, w
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::90ca88caf2262bfc6e9ea93af053720c
https://doi.org/10.1177/1086296x18820642
https://doi.org/10.1177/1086296x18820642
Autor:
Shannon M. Daniel
Publikováno v:
Journal of Research in Childhood Education. 33:71-83
This article highlights recently resettled refugee teenagers’ visions for their futures and their aims to improve the lives of their loved ones and transform society. Data collected in an afterscho...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c494d9a84eaad7e00d6dfb421f18bfbb
https://doi.org/10.1080/02568543.2018.1531448
https://doi.org/10.1080/02568543.2018.1531448
Autor:
Shannon M. Daniel, Maria Zybina
Publikováno v:
The Urban Review. 51:345-368
This paper examines how refugee youth strategically navigate learning during the first years of resettlement. Interweaving frameworks of youth agency and culturally responsive pedagogy (CRP), we investigate how refugees learn, how they perceive instr
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5becb48df5f6f3f4b1dab7fb45b07866
https://doi.org/10.1007/s11256-018-0484-7
https://doi.org/10.1007/s11256-018-0484-7
Autor:
Shannon M. Daniel
Publikováno v:
Mind, Culture, and Activity. 25:263-277
This ethnographic study explores how three resettled refugee teens leveraged their out-of-school literacy practices to accomplish their schoolwork. As teens drew upon their out-of-school literacy p...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2759a8134f7dcfb60b34d681744cfdfd
https://doi.org/10.1080/10749039.2018.1481092
https://doi.org/10.1080/10749039.2018.1481092
Autor:
Caitlin Eley, Shannon M. Daniel
Publikováno v:
Journal of Adolescent & Adult Literacy. 61:421-431
Analysis of data in an after-school writing workshop wherein resettled refugee teens were reading and writing identity texts to prepare for achieving their postsecondary goals suggests that a discursive practice of the connective press was productive
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::df539baed4b3ed3a35b12ea870fb7e38
https://doi.org/10.1002/jaal.700
https://doi.org/10.1002/jaal.700
Autor:
Shannon M. Daniel, Dan Reynolds
Publikováno v:
Reading Research Quarterly. 53:367-373
Although much research exists on scaffolding in reading instruction, confusion about the construct persists. In this commentary inspired by a recent article in Reading Research Quarterly, we argue for the importance of contingency—that is, responsi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::573b65f99ed6942bb96313098c056f0b
https://doi.org/10.1002/rrq.200
https://doi.org/10.1002/rrq.200
Publikováno v:
International Multilingual Research Journal. 11:152-166
This article analyzes how emergent bilinguals discursively support one another during literacy activities in a cross-aged peer-tutoring program in their elementary school. Drawing from Vygotskian sociocultural theory, we frame peer supports as develo
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::259ef2b8889de27d49f1bf382864c510
https://doi.org/10.1080/19313152.2017.1330061
https://doi.org/10.1080/19313152.2017.1330061
Publikováno v:
TESOL Journal. 11
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::073820e602ed9b2cfbc2b9df08072fed
https://doi.org/10.1002/tesj.475
https://doi.org/10.1002/tesj.475
Autor:
Shannon M. Daniel, Lisa Pray
Publikováno v:
TESOL Quarterly. 51:787-819
Using Jarvis's (2009) framework of adult learning, this study examines how in-service elementary school teachers make sense of instruction that is responsive to multilingual learners. Case studies of two teachers reveal their nuanced attempts to impr
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3c783d1aa872705904fee4b40571f73e
https://doi.org/10.1002/tesq.347
https://doi.org/10.1002/tesq.347