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Learning to Link Research, Practice, and Disciplinary Literacies: An Interview With Darin Stockdill

dc.contributor.authorStockdill, Darin B.en_US
dc.contributor.authorMoore, David W.en_US
dc.date.accessioned2011-12-05T18:32:05Z
dc.date.available2012-06-15T14:07:14Zen_US
dc.date.issued2011-05en_US
dc.identifier.citationStockdill, Darin; Moore, David W. (2011). "Learning to Link Research, Practice, and Disciplinary Literacies: An Interview With Darin Stockdill." Journal of Adolescent & Adult Literacy 54(8). <http://hdl.handle.net/2027.42/88013>en_US
dc.identifier.issn1081-3004en_US
dc.identifier.issn1936-2706en_US
dc.identifier.urihttps://hdl.handle.net/2027.42/88013
dc.publisherBlackwell Publishing Ltden_US
dc.publisherWiley Periodicals, Inc.en_US
dc.subject.otherTopicen_US
dc.subject.otherContent Literacyen_US
dc.subject.otherProfdeven_US
dc.subject.otherLearneren_US
dc.subject.otherAdolescenceen_US
dc.subject.otherTypeen_US
dc.subject.otherArticleen_US
dc.titleLearning to Link Research, Practice, and Disciplinary Literacies: An Interview With Darin Stockdillen_US
dc.typeArticleen_US
dc.rights.robotsIndexNoFollowen_US
dc.subject.hlbsecondlevelEducationen_US
dc.subject.hlbtoplevelSocial Sciencesen_US
dc.description.peerreviewedPeer Revieweden_US
dc.contributor.affiliationumUniversity of Michigan, Ann Arbor, USAen_US
dc.contributor.affiliationotherArizona State University, Phoenix, USAen_US
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/88013/1/JAAL.54.8.7.pdf
dc.identifier.doi10.1598/JAAL.54.8.7en_US
dc.identifier.sourceJournal of Adolescent & Adult Literacyen_US
dc.identifier.citedreferenceBain, R.B. ( 2000 ). Into the breach: Using research and theory to shape history instruction. In P.N. Stearns, P. Seixas, & S. Wineburg (Eds.), Knowing, teaching & learning history: National and international perspectives (pp. 331 – 352 ). New York: New York University Press.en_US
dc.identifier.citedreferenceLave, J. ( 1991 ). Situating learning in communities of practice. In L.B. Resnick, J.M. Levine, & S.D. Teasley (Eds.), Perspectives on socially shared cognition (pp. 63 – 82 ). Washington, DC: American Psychological Association. doi:10.1037/10096‐003.en_US
dc.identifier.citedreferencePalincsar, A.S., & Brown, A.L. ( 1984 ). Reciprocal teaching of comprehension‐fostering and comprehension‐monitoring activities. Cognition and Instruction, 1 ( 2 ), 117 – 175. doi:10.1207/s1532690xci0102_1.en_US
dc.identifier.citedreferenceRAND Reading Study Group. ( 2002 ). Reading for understanding: Toward an R&D program in reading comprehension. Santa Monica, CA: RAND.en_US
dc.identifier.citedreferenceRogoff, B. ( 1990 ). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.en_US
dc.identifier.citedreferenceRumelhart, D.E. ( 1994 ). Toward an interactive model of reading. In R.B. Ruddell, M.R. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading ( 4th ed., pp. 864 – 894 ). Newark, DE: International Reading Association.en_US
dc.identifier.citedreferenceWineburg, S. ( 2001 ). Historical thinking and other unnatural acts: Charting the future of teaching the past. Philadelphia: Temple University Press.en_US
dc.owningcollnameInterdisciplinary and Peer-Reviewed


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