Zobrazeno 1 - 6
of 6
pro vyhledávání: '"Sonia Kline"'
Autor:
Elizabeth Years Stevens, Sonia Kline, Jennifer Barrett-Tatum, Debra Wellman, Roya Q. Scales, Margaret Vaughn, Karen K. Yoder, Ann Van Wig
Publikováno v:
Journal of Curriculum Studies. 53:333-352
Since the passing of No Child Left Behind Act of 2002 (NCLB), teacher autonomy over curricular decisions has been restricted. As a result, state and local school districts faced increased pressures...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::be5bfe6e7ac9a8119ed32b2192f8f971
https://doi.org/10.1080/00220272.2019.1683233
https://doi.org/10.1080/00220272.2019.1683233
Autor:
Sonia Kline, Rebecca Woodard
Publikováno v:
The Reading Teacher. 70:207-216
The Common Core State Standards advocate more writing than previous standards; however, in taking a college and career readiness perspective, the Standards neglect to emphasize the role of context and culture in learning to write. We argue that socio
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8ef8815e51555db79fe6cfaf4b8b310b
https://doi.org/10.1002/trtr.1505
https://doi.org/10.1002/trtr.1505
Publikováno v:
Computers and Composition. 28:97-111
This article examines the strengths and weaknesses of emerging writing assessment technologies. Instead of providing a comprehensive review of each program, we take a deliberately selective approach using three key understandings about writing as a f
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::bb3d3c404351da0e9cfb502e8bee84f9
https://doi.org/10.1016/j.compcom.2011.04.004
https://doi.org/10.1016/j.compcom.2011.04.004
Publikováno v:
Computers and Composition. 28:79-96
This paper explores developments in technology-mediated writing environments that may support new forms of formative assessment and the closer relation of formative to summative assessment. Not only might these provide more learner-responsive and eff
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2ce91523cee9b7a5fdd20bc0b1c9c7fd
https://doi.org/10.1016/j.compcom.2011.04.007
https://doi.org/10.1016/j.compcom.2011.04.007
Publikováno v:
Working With Academic Literacies: Case Studies Towards Transformative Practice
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9155f0c8c5b263e7e4152cceb461912c
https://doi.org/10.37514/per-b.2015.0674.2.15
https://doi.org/10.37514/per-b.2015.0674.2.15
In this chapter, the authors present a case study of one writer, Tom, to uncover how his writing was mediated by school-level and individual factors. The online writing environment had three major affordances for Tom in this 8th grade classroom: the
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9ff697eaa0ba32e830ad5c80e77c80a4
https://doi.org/10.4018/978-1-4666-4341-3.ch009
https://doi.org/10.4018/978-1-4666-4341-3.ch009