Learning to Teach Disciplinary Literacy across Diverse Eighth-Grade History Classrooms within a District-University Partnership

Autor:	Monte-Sano, Chauncey, De La Paz, Susan, Felton, Mark, Piantedosi, Kelly Worland, Yee, Laura S., Carey, Roderick L.
Zdroj:	Teacher Education Quarterly, 2017 Oct 01. 44(4), 98-124.
Databáze:	JSTOR Journals
Externí odkaz:	https://www.jstor.org/stable/90014091 Zobrazit plný text záznamu