以学生的声音为中心进行读写研究

IF 1.4 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Literacy Research Pub Date : 2022-09-01 DOI:10.1177/1086296X221117204

E. Bauer, Aria Razfar, A. Skerrett, C. Dobbs, Bong Gee Jang, Seth A. Parsons

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引用次数: 0

摘要

总的来说，本期的研究表明，如何使用一系列理论和方法来理解学生声音在识字学习中的中心地位。这些研究共同帮助我们更好地理解以学生声音为中心和重新构想师生关系的微观和宏观动态。在不同背景下对跨语言、跨文化、师生关系建设和科学写作的实证研究共同为以更广泛的方式重新构想扫盲教育提供了基础，从而带来更公平的结果。

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Centering Student Voice in Literacy Research

Overall, the studies in this issue show how it is possible to understand the centering of student voices in literacy learning using a range of theories and methodologies. These studies collectively help us better understand the micro and macro dynamics of centering student voice and reimagining teacher – student relationships. Empirical studies of translanguaging, transliteracy, teacher – student relationship-building, and scienti ﬁ c writing in diverse contexts collectively provide a basis for reimagining literacy education in expansive ways that can lead to more equitable outcomes.

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来源期刊

Journal of Literacy Research Multiple-

CiteScore

4.30

自引率

7.70%

发文量

期刊介绍： The Journal of Literacy Research (JLR) is a peer-reviewed journal contributes to the advancement research related to literacy and literacy education. Current focuses include, but are not limited to: -Literacies from preschool to adulthood -Evolving and expanding definitions of ‘literacy’ -Innovative applications of theory, pedagogy and instruction -Methodological developments in literacy and language research