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Embracing the "Always-Already": Toward Queer Assemblages for Writing across the Curriculum Administration
Embracing the "Always-Already": Toward Queer Assemblages for Writing across the Curriculum Administration
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Embracing the "Always-Already": Toward Queer Assemblages for Writing across the Curriculum Administration

Rylander, Jonathan J ; Webster, Travis

College composition and communication, 2020-12, Vol.72 (2), p.198-223 [Periódico revisado por pares]

Urbana: National Council of Teachers of English

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12
Educational Progress‐Time and the Proliferation of Dual Enrollment
Educational Progress‐Time and the Proliferation of Dual Enrollment
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Educational Progress‐Time and the Proliferation of Dual Enrollment

Nordquist, Brice ; Lueck, Amy

Journal of adolescent & adult literacy, 2020-11, Vol.64 (3), p.251-257 [Periódico revisado por pares]

Hoboken: Wiley

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13
The Sciences of Reading and Writing Must Become More Fully Integrated
The Sciences of Reading and Writing Must Become More Fully Integrated
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The Sciences of Reading and Writing Must Become More Fully Integrated

Graham, Steve

Reading research quarterly, 2020-09, Vol.55 (S1), p.S35-S44 [Periódico revisado por pares]

Newark: Wiley

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14
Facilitating Civic Learning Within Adult Literacy/Education Curricula
Facilitating Civic Learning Within Adult Literacy/Education Curricula
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Facilitating Civic Learning Within Adult Literacy/Education Curricula

Perry, Kristen H. ; Saal, Leah Katherine ; Shaw, Donita M. Perry, Kristen H.

Journal of adolescent & adult literacy, 2020-09, Vol.64 (2), p.221-225 [Periódico revisado por pares]

Hoboken: Blackwell Publishing Ltd

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15
Centering Culture Through Writing and the Arts: Lessons Learned in New Zealand
Centering Culture Through Writing and the Arts: Lessons Learned in New Zealand
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Centering Culture Through Writing and the Arts: Lessons Learned in New Zealand

Kelly, Katie ; Becker, Whitney ; Lipscomb, George ; Robards, Addie

The Reading teacher, 2020-09, Vol.74 (2), p.147-158 [Periódico revisado por pares]

Newark: Wiley

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16
Engaging in Disciplinary Literacy Instruction: A Review of Read, Write, Inquire: Disciplinary Literacy in Grades 6–12
Engaging in Disciplinary Literacy Instruction: A Review of Read, Write, Inquire: Disciplinary Literacy in Grades 6–12
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Engaging in Disciplinary Literacy Instruction: A Review of Read, Write, Inquire: Disciplinary Literacy in Grades 6–12

Brock, Cynthia ; Zygouris‐Coe, Vassiliki (Vicky) ; Welsh, Kate ; Kniss, Kate ; Hayden, Andrea ; Brock, Cynthia H. ; Zygouris‐Coe, Vassiliki (Vicky) I. Brock, Cynthia H. ; Zygouris‐Coe, Vassiliki (Vicky) I.

Journal of adolescent & adult literacy, 2020-07, Vol.64 (1), p.114-118 [Periódico revisado por pares]

Hoboken: Blackwell Publishing Ltd

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17
Debugging the Writing Process: Lessons From a Comparison of Students’ Coding and Writing Practices
Debugging the Writing Process: Lessons From a Comparison of Students’ Coding and Writing Practices
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Debugging the Writing Process: Lessons From a Comparison of Students’ Coding and Writing Practices

Hassenfeld, Ziva R. ; Bers, Marina Umaschi

The Reading teacher, 2020-05, Vol.73 (6), p.735-746 [Periódico revisado por pares]

Newark: Wiley-Blackwell

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18
Teaching Note-Online Peer Review: Students' Experiences in a Writing-Intensive BSW Course
Teaching Note-Online Peer Review: Students' Experiences in a Writing-Intensive BSW Course
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Teaching Note-Online Peer Review: Students' Experiences in a Writing-Intensive BSW Course

Mirick, Rebecca G.

Journal of social work education, 2020-04, Vol.56 (2), p.394-400 [Periódico revisado por pares]

Washington: Routledge

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19
Conceptualizing Scholarship on Adolescent Out‐of‐School Writing Toward More Equitable Teaching and Learning: A Literature Review
Conceptualizing Scholarship on Adolescent Out‐of‐School Writing Toward More Equitable Teaching and Learning: A Literature Review
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Conceptualizing Scholarship on Adolescent Out‐of‐School Writing Toward More Equitable Teaching and Learning: A Literature Review

Vaughan, Andrea

Journal of adolescent & adult literacy, 2020-03, Vol.63 (5), p.529-537 [Periódico revisado por pares]

Hoboken: Wiley-Blackwell

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20
Supporting Disciplinary Literacy and Science Learning in Grades 3–5
Supporting Disciplinary Literacy and Science Learning in Grades 3–5
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Supporting Disciplinary Literacy and Science Learning in Grades 3–5

Grysko, Rebeca A. ; Zygouris‐Coe, Vassiliki (Vicky) I.

The Reading teacher, 2020-01, Vol.73 (4), p.485-499 [Periódico revisado por pares]

Newark: Wiley-Blackwell

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