The Daybook Defense: How Reflection Fosters the Identity Work of Readers and Writers

被引：5

作者：

Vetter, Amy ^{[1
]}

Myers, Joy ^{[2
]}

Reynolds, Jeanie ^{[3
]}

Stumb, Adrienne ^{[4
]}

Barrier, Coley ^{[5
]}

机构：

[1] Univ N Carolina, Sch Educ, Greensboro, NC 27412 USA

[2] James Madison Univ, Dept Early Elementary & Reading Educ, Harrisonburg, VA 22807 USA

[3] Univ N Carolina, Dept English, Greensboro, NC USA

[4] Bethel Middle Sch, Waynesville, NC USA

[5] Freedom High Sch, Morganton, NC USA

来源：

JOURNAL OF ADOLESCENT & ADULT LITERACY | 2017年 / 61卷 / 01期

关键词：

LITERACIES;

D O I：

10.1002/jaal.643

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Reflective conversations through a daybook defense ( an oral assessment for a writer's notebook) opened opportunities for students to redefine what it meant to read and write in two English language arts classrooms.

引用

页码：37 / 44

页数：8

共 45 条

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[2]

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[3]

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[4]

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[5]

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[6]

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[7]

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[8]

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