Introduction to the special issue on teacher knowledge from an international perspective

被引：10

作者：

Joshi, R. Malatesha ^{[1
]}

Washburn, Erin K. ^{[2
]}

Kahn-Horwitz, Janina ^{[3
]}

机构：

[1] Texas A&M Univ, College Stn, TX 77843 USA

[2] SUNY Binghamton, Binghamton, NY USA

[3] Oranim Int Sch, Oranim, Israel

来源：

ANNALS OF DYSLEXIA | 2016年 / 66卷 / 01期

关键词：

Preservice Teacher; Phonological Awareness; Inservice Teacher; Dyslexia; Teacher Knowledge;

D O I：

10.1007/s11881-015-0119-6

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

[No abstract available]

引用

页码：1 / 6

页数：6

共 13 条

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[2]

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[8]

Snow C., 1998, PREVENTING READING D

[9]

Snow C.E., 2005, KNOWLEDGE NEEDED SUP

[10] Teachers' literacy-related knowledge and self-perceptions in relation to preparation and experience [J].

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