ERIC Number: EJ461019
Record Type: CIJE
Publication Date: 1993
Reference Count: 0
Teachers' Knowing about Knowledge: Its Significance for Classroom Writing Instruction.
Language Arts, v70 n4 p282-89 Apr 1993
Explicates two opposing conceptions of knowledge. Explores the views of knowledge embedded in three major models of writing and their associated implications for classroom instruction in relation to the two major epistemological positions. Discusses the significance of knowing about knowledge and knowing, particularly with regard to the teaching of writing. (RS)
Publication Type: Opinion Papers; Journal Articles
Education Level: N/A
Authoring Institution: N/A
Note: Themed Issue: Integrated Language Arts Instruction.