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ERIC Number: EJ673791
Record Type: CIJE
Publication Date: 2001
Pages: N/A
Abstractor: N/A
Reference Count: 0
Framing Science as Disciplinary Inquiry in Bilingual Classrooms.
Kelly, Gregory; Breton, Therese
Electronic Journal of Literacy through Science, v1 n1 2001
Uses discourse processes to examine how two bilingual elementary school teachers in three classrooms framed science as disciplinary inquiry. Data sources were drawn from studies encompassing multiple years and multiple teachers and included extensive videotaped records of classroom interaction. Identifies cultural themes that included ways in which common understandings were developed by classroom participants. (Author/NB)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A