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Reconceptualizing Literacy for Science: How Experienced Elementary Teachers Frame Literacy Practices to Shape Epistemic Classroom Cultures
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Reconceptualizing Literacy for Science: How Experienced Elementary Teachers Frame Literacy Practices to Shape Epistemic Classroom Cultures. |
| 개인저자 | Hooper, LeeAnna C. |
| 단체저자명 | The Pennsylvania State University. |
| 발행사항 | [S.l.]: The Pennsylvania State University., 2021. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2021. |
| 형태사항 | 289 p. |
| 기본자료 저록 | Dissertations Abstracts International 83-03A. Dissertation Abstract International |
| ISBN | 9798460447190 |
| 학위논문주기 | Thesis (Ph.D.)--The Pennsylvania State University, 2021. |
| 일반주기 |
Source: Dissertations Abstracts International, Volume: 83-03, Section: A.
Advisor: Kelly, Greg. |
| 이용제한사항 | This item must not be sold to any third party vendors. |
| 일반주제명 | Education reform. Students. Core curriculum. Learning. Pedagogy. Curriculum development. Continuing education. Science education. Elementary education. Education policy. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
