{"title":"教K-8英语学习者读写能力和学术内容:在线教师专业发展课程中的教育者信念和话语参与","authors":"Sarah B. Bausell, Marie Himes, Hiller A. Spires","doi":"10.1080/08923647.2023.2227033","DOIUrl":null,"url":null,"abstract":"","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":" ","pages":""},"PeriodicalIF":1.2000,"publicationDate":"2023-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Teaching K-8 English Learners Literacy and Academic Content: Educator Beliefs and Discursive Engagement in an Online Teacher Professional Development Course\",\"authors\":\"Sarah B. Bausell, Marie Himes, Hiller A. Spires\",\"doi\":\"10.1080/08923647.2023.2227033\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\",\"PeriodicalId\":46327,\"journal\":{\"name\":\"American Journal of Distance Education\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":1.2000,\"publicationDate\":\"2023-07-09\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"American Journal of Distance Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/08923647.2023.2227033\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"American Journal of Distance Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/08923647.2023.2227033","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Teaching K-8 English Learners Literacy and Academic Content: Educator Beliefs and Discursive Engagement in an Online Teacher Professional Development Course