| LDR | | 02784nam u200493 4500 |
| 001 | | 000000422408 |
| 005 | | 20190215170113 |
| 008 | | 181129s2018 |||||||||||||||||c||eng d |
| 020 | |
▼a 9780438177956 |
| 035 | |
▼a (MiAaPQ)AAI10828721 |
| 035 | |
▼a (MiAaPQ)washington:18927 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 247004 |
| 082 | 0 |
▼a 370 |
| 100 | 1 |
▼a Bird, Erin M. |
| 245 | 14 |
▼a The Mediational Role of Teacher Discourse in Students' Opportunities to Learn and Become Academic Writers. |
| 260 | |
▼a [S.l.]:
▼b University of Washington.,
▼c 2018. |
| 260 | 1 |
▼a Ann Arbor:
▼b ProQuest Dissertations & Theses,
▼c 2018. |
| 300 | |
▼a 234 p. |
| 500 | |
▼a Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A. |
| 500 | |
▼a Adviser: Heather Hebard. |
| 502 | 1 |
▼a Thesis (Ph.D.)--University of Washington, 2018. |
| 520 | |
▼a The teaching and learning of writing in the elementary classroom setting is a complex process. As students participate in the classroom community and write, they engage not only in the cognitive task of academic writing, but in various social pr |
| 520 | |
▼a One particularly understudied area is the writing conference. Through talk in the conference, teachers highlight the development of ideas and meaning making during drafting, and effectively and efficiently support individual needs (Black, 1998 |
| 520 | |
▼a A qualitative approach allowed for an in-depth examination across multiple instantiations of the writing conference, in two intermediate-grade classrooms, which yielded "thick descriptions" (Geertz, 1973) of the nature of writing time in the two |
| 520 | |
▼a This study illuminates how teacher talk, demonstrated through pedagogical practices, positions the teacher and student, and thus impacts access to and support for learning academic genres for elementary writers. Through their different pedagogic |
| 520 | |
▼a Each teacher's discourse and conference structure provided particular affordances for student learning. Mr. Branson provided frequent, explicit, individualized support through conference dyads, reinforcing and repeating curricular foci-coaching |
| 590 | |
▼a School code: 0250. |
| 650 | 4 |
▼a Education. |
| 650 | 4 |
▼a Teacher education. |
| 650 | 4 |
▼a Elementary education. |
| 650 | 4 |
▼a Language arts. |
| 690 | |
▼a 0515 |
| 690 | |
▼a 0530 |
| 690 | |
▼a 0524 |
| 690 | |
▼a 0279 |
| 710 | 20 |
▼a University of Washington.
▼b Education. |
| 773 | 0 |
▼t Dissertation Abstracts International
▼g 79-12A(E). |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0250 |
| 791 | |
▼a Ph.D. |
| 792 | |
▼a 2018 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T14999206
▼n KERIS
▼z 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
| 980 | |
▼a 201812
▼f 2019 |
| 990 | |
▼a ***1012033 |