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Vol. 23 No. 3 (2021): Regular Issue
Vol. 23 No. 3 (2021): Regular Issue
Published:
2021-10-26
Full Issue
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Articles
Faire la lecture aux élèves du préscolaire et du primaire: Point de vue d’enseignantes sur la planification de cette activité d’enseignement dans des écoles francophones de l’Ontario
Anne-Marie Dionne
1-18
PDF
Les effets d’une approche littératiée sur la communication orale en classe de mathématiques de 7e /8e année dans un programme d’immersion française
Marie-Josée Morneau, Daniel Bérubé
19-44
PDF
The Name Jar Project: Supporting Preservice Teachers in Working with English Language Learners
Theodora Kapoyannis
45-65
PDF
"I'm Not the Only Writer in The Room": A Framework for Co-Creating Confident Writing Classrooms
Jen McConnel, Pamela Beach
66-84
PDF
Literary Scholars’ Disciplinary Literacy Orientations
Eric Rackley
85-105
PDF
Access and Use of Digital Technologies in Early Childhood: A Review of Mixed Messages in Popular Media
Laura Teichert, Jim Anderson, Ann Anderson, Jan Hare, Marianne McTavish
106-128
PDF
Exploring Literacy Coach Research in Canada: A Review
Peng Liu, Xuyang Li, Zhuoma Ciren
129-145
PDF
Silly Putty: Mobilization of the Known Across Technology-Enhanced Learning Spaces
Melanie Wong
146-164
PDF
K-12 ESL Writing Instruction: A Review of Research on Pedagogical Challenges and Strategies
Subrata Bhowmik, Marcia Kim
165-202
PDF
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