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A Formative Experiment to Align Middle-School History Instruction with Literacy Goals


by Jamie Colwell & David Reinking — 2016


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Cite This Article as: Teachers College Record Volume 118 Number 12, 2016, p. 1-42
http://www.tcrecord.org ID Number: 21656, Date Accessed: 10/23/2017 4:11:46 AM
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About the Author
  • Jamie Colwell
    Old Dominion University
    E-mail Author
    JAMIE COLWELL is an assistant professor of literacy at Old Dominion University. Her research interests include disciplinary literacy and digital literacy using qualitative and design-based research methods. Dr. Colwell has recently published in these areas in the Journal of Literacy Research and the Journal of Adolescent and Adult Literacy.
  • David Reinking
    Clemson University
    E-mail Author
    DAVID REINKING is the Eugene T. Moore Professor of Education at Clemson University. His scholarship focuses on understanding literacy and literacy instruction in relation to the affordances, demands, and social influences of digital communication. In classrooms, he employs design-based research to study how instructional interventions can authentically achieve valued pedagogical goals related to literacy. He has served as co-editor of Reading Research Quarterly and editor of the Journal of Literacy Research.
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