Imagen de Portada

From Pages to Practice: 10 Years of Teaching Literature in English Classrooms in Norwegian Lower Secondary School

Fuente: Wiley Open Access

Guardado en:

Detalles Bibliográficos
Autores principales:	Katherina Dodou, Lisbeth M. Brevik
Formato:	Artículo Open Access
Publicado:	Wiley 2025
Materias:	Reading Research Quarterly
Acceso en línea:	Acceder al recurso
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

Ejemplares similares

Unpacking the Social Construction of Thinking Practices in the Secondary English Classroom: A Languaging Perspective
por: Min‐Young Kim
Publicado: (2025)

Making Justice‐Oriented Futures From a Censored Past: Reanimating the Racio‐Religious Specters Haunting a Research–Practice Partnership in English Language Arts
por: Jon M. Wargo, et al.
Publicado: (2025)

The Dynamics of Reading Genre Fiction: Researching and Teaching Interpretive Practices
por: Robert Jean LeBlanc, et al.
Publicado: (2026)

Toward a Science of Strengths‐Based Approaches to Reading for English Learners in K‐12 Schools
por: Lisa B. Hsin, et al.
Publicado: (2026)

Youth Are Literary Scholars: What Tracing Aesthetic Practices and Interpretive Scales Suggests for Disciplinary Literacy in English Language Arts
por: Scott Storm
Publicado: (2025)

English as a Heritage Language in Japan: Writing Development From Late Childhood to Adolescence
por: Janice Nakamura, et al.
Publicado: (2025)

Correction to “English as a Heritage Language in Japan: Writing Development From Late Childhood to Adolescence”
Publicado: (2026)

Refugee Displacement and Migration Impact Cross‐Linguistic Transfer Between Arabic and English: Insights From Syrian Refugees
por: Sarah Akkad, et al.
Publicado: (2026)

Children Authoring Literacy and Community: A Discourse of Belonging in Elementary Classrooms
por: Erica Holyoke
Publicado: (2026)

Critically Engaged Language and Literacy Workshops as a Disruptive Pedagogy in Plurilingual Classrooms
por: Rahat Zaidi, et al.
Publicado: (2024)

Unpacking the Influence of Teachers' Reading Instruction Strategies on Primary School Students' Reading Achievement: Evidence From PIRLS 2021
por: Li Zheng, et al.
Publicado: (2025)

Supporting Knowledge and Language Acquisition of Secondary Emergent Bilinguals through Social Studies Instruction
por: Leticia R. Martinez, et al.
Publicado: (2024)

Dimensionality of Writing Skills in English and Spanish, and the Relations of Language and Cognitive Skills to Written Composition for English‐Spanish Emergent Bilingual Children in Grade 1
por: Young‐Suk Grace Kim
Publicado: (2024)

Drama‐Based Read‐Alouds in Preschool Classroom: Promoting Social Understanding, Social Problem Solving, and Peer Relationships
por: Rabia Ozen‐Uyar, et al.
Publicado: (2025)

A Seat at the Table: Black & Latinx Teachers Reimagining Multilingual Classrooms as Culturally Sustaining Spaces for Black Children
por: Brittany L. Frieson
Publicado: (2024)

The Incorporation of AI ‐Enabled Culturally Relevant Narrative‐Based Learning Pedagogy to Engage Students in a Diverse STEM Classroom
por: Nitin U. Jain, et al.
Publicado: (2026)

It's a Matter of Political Agency: Learning How Black Women Educators (Re)imagine Secondary Literacy
por: Chantal Francois
Publicado: (2025)

Reifying, Disorienting and Restoring Gender Binaries in Dialogic Literature Discussions
por: Aviv Orner, et al.
Publicado: (2024)

Differences in Reading Screening Accuracy by Percentile Cutoff and English Proficiency: Feature Selection and Group‐Wise Prediction Evaluation
por: Julian M. Siebert, et al.
Publicado: (2025)

Contemporary American Literature in Distance Learning: Creating Reading Motivation and Student Engagement
por: Lide Yu, et al.
Publicado: (2025)

Bridging the Summer Gap: A Scoping Review of the Literature on Summer Reading Programs
por: Pamela Beach, et al.
Publicado: (2026)

Analyzing the Impact of English Language Arts Ability Tracking on Desegregation Efforts: A Systematic Review
por: Valerie Dunham
Publicado: (2025)

Reconfiguring the Sanctions of Schooled Literacy Through Living Literacies
por: Kelly C. Johnston
Publicado: (2024)

Name It, Claim It: Adolescents Define Their Black Language Identity While Responding to Black Literature
por: Phyliciá Anderson
Publicado: (2026)

Enacting Reading Comprehension: Using Diverse Literature to Engage Children's Critical, Sociopolitical Knowledge
por: Wintre Foxworth Johnson, et al.
Publicado: (2024)

National Report of Teachers' Experiences With School Justifications for Book Censorship
por: Ricki Ginsberg, et al.
Publicado: (2025)

Seeking Languagelessness: Maker Literacies Mindsets to Disrupt Normative Practices
por: Jennifer Rowsell, et al.
Publicado: (2024)

Writing in Creole Contexts: A Study of Jamaican Primary School Students
por: Shawna‐Kaye D. Tucker, et al.
Publicado: (2024)

“Book Boundaries” in West Michigan School Board Election Campaigns: Examining White Christian Nationalist Visions of Dominion Over Literacy Education
por: Katie Ward, et al.
Publicado: (2025)

AI Literacy With Gifted Children: Iterative Co‐Design and Critical Multimodal Practices
por: Tolga Kargın, et al.
Publicado: (2026)

Syntactic Comprehension—A Separate Source of Individual Variance in Middle‐School Children's Reading Comprehension
por: Jessie Leigh Nielsen, et al.
Publicado: (2025)

World‐Making Through a Feminist Abolitionist Lens in a STEAM Middle School Program
por: Melita Morales, et al.
Publicado: (2024)

School Boards, Book Challenges, and State Literacy Policy: A Case Study of Policy Layering and Literacy
por: Susan Cridland‐Hughes, et al.
Publicado: (2025)

Chronotopes of Transnational Literacies: How Youth Live and Imagine Social Worlds in their Digital Media Practices
por: Wan Shun Eva Lam, et al.
Publicado: (2024)

Skewed Artificial Intelligence: Flagging Embedded Cultural Practices in Children's Stories Featuring “Alice and Sparkle”
por: David B. Wandera
Publicado: (2024)

Multiple Approaches to “Appropriateness”: A Mixed‐Methods Study of Elementary Teachers' Dispositions Toward African American Language as They Teach a Dialect‐Shifting Curriculum
por: Zachary Maher, et al.
Publicado: (2024)

“Even if My Voice Shakes, I'm Still Going to Say It”: How Elementary Literacy Educators in Texas Enact Criticality Using Children's Literature
por: Saba Khan Vlach
Publicado: (2025)

“Each and Every One of Us:” A Comparative Case Study of Coalitional Literacy Praxis in Community Organizing and School Spaces
por: Alicia Rusoja, et al.
Publicado: (2026)

A Final Word From the RRQ Editorial Team
por: Christian Ehret, et al.
Publicado: (2026)

Using Eye Movements From a “Read‐Only” Task to Predict Text Comprehension
por: Diane C. Mézière, et al.
Publicado: (2025)