What counts as knowing: Constructing a communicative repertoire for student demonstration of knowledge in science
Volume: 42, Issue: 2, Pages: 139 - 165
Published: Jan 1, 2005
Abstract
The purpose of this study was twofold. One purpose was to identify the locally negotiated literate practices that defined ways of communicating information and knowledge across the curriculum in a fourth/fifth grade classroom. Through an ethnographic and sociolinguistic set of analyses, this investigation illustrated how the teacher worked to construct a learning environment that valued the use of multiple discourses as a way of communicating...
Paper Details
Title
What counts as knowing: Constructing a communicative repertoire for student demonstration of knowledge in science
Published Date
Jan 1, 2005
Volume
42
Issue
2
Pages
139 - 165
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