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I Will Just SWH It: The Learning Lens of Teachers as They Engage in the Exploration of Argument-Based Inquiry

Journal of adolescent & adult literacy, 2018-09, Vol.62 (2), p.223-226

2018

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Aligning Teaching to Learning: A 3-Year Study Examining the Embedding of Language and Argumentation into Elementary Science Classrooms

International journal of science and mathematics education, 2016-06, Vol.14 (5), p.847-863

2016

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The Nature of Elementary Student Science Discourse in the Context of the Science Writing Heuristic Approach

International journal of science education, 2010-03, Vol.32 (4), p.427-449

2010

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Grade 5 Students' Online Argumentation about Their In-Class Inquiry Investigations

Research in science education (Australasian Science Education Research Association), 2014-04, Vol.44 (2), p.267-287

2014

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More Voices from the Classroom: International Teachers' Experience with Argument-Based Inquiry

1, 2017

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Pearl and Ronda: Revaluing Mothers' Literate Lives to Imagine New Relationships Between Homes and Elementary Schools

Journal of adolescent & adult literacy, 2008-03, Vol.51 (6), p.450-461

2008

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"Trust the Fungus": Lessons in Media Literacy Learned From the Movies

Journal of adolescent & adult literacy, 2005-04, Vol.48 (7), p.608-611

Norton-Meier, Lori A.

2005

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Negotiating the inquiry question : a comparison of whole class and small group strategies in grade five science classrooms

Research in science education (Australasian Science Education Research Association), 2011-03, Vol.41 (2), p.193-209

2011

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The Bumper Sticker Curriculum: Learning From Words on the Backs of Cars

Journal of adolescent & adult literacy, 2004-11, Vol.48 (3), p.260-263

Norton-Meier, Lori A.

2004

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Examining Teacher Actions Supportive of Cross-Disciplinary Science and Literacy Development among Elementary Students

International journal of education in mathematics, science and technology, 2013-01, Vol.1 (1), p.43

2013

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Joining the Video-Game Literacy Club: A Reluctant Mother Tries to Join the "Flow"

Journal of adolescent & adult literacy, 2005-02, Vol.48 (5), p.428-432

Norton-Meier, Lori

2005

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In Defense of Crappy Literature: When the Book Is Bad but the Literary Thinking Is Rich

Language arts, 2009-01, Vol.86 (3), p.188-195

Norton-Meier, Lori A.

2009

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To Efoliate or Not to Efoliate? The Rise of the Electronic Portfolio in Teacher Education

Journal of adolescent & adult literacy, 2003-03, Vol.46 (6), p.516-518

Norton-Meier, Lori A.

2003

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Voices from the Classroom

1. Aufl., 2011

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Teacher Roles of Questioning in Early Elementary Science Classrooms: A Framework Promoting Student Cognitive Complexities in Argumentation

Research in science education (Australasian Science Education Research Association), 2017-04, Vol.47 (2), p.373-405

2017

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A Technology User's Bill of Rights: Lessons Learned in Chat Rooms

Journal of adolescent & adult literacy, 2004-04, Vol.47 (7), p.606-608

Norton-Meier, Lori A.

2004

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Negotiation, embeddedness, and non-threatening learning environments as themes of science and language convergence for English language learners

Studies in science education, 2015-07, Vol.51 (2), p.201-249

2015

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"Reading" Miss Moonbeam: Lessons learned from a mannequin

Journal of adolescent & adult literacy, 2004-09, Vol.48 (1), p.66-69

2004

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A Thrice-Learned Lesson from the Literate Life of a Five-Year-Old

Language arts, 2005-03, Vol.82 (4), p.286-295

2005

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Voices from the Classroom

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Declaração dos direitos dos usuários de tecnologia: lições de salas de bate-papo

Linha d'água, 2005-12 (18), p.163

Norton-Meier, Lori A.

2005

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Toddlers Through Grade 2: Developmental Moments: Teacher Decision Making to Support Young Writers

YC young children, 2015-09, Vol.70 (4), p.76-83

2015

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Developmental Moments: Teacher Decision Making to Support Young Writers

YC young children, 2015-09, Vol.70 (4), p.76

2015

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Immersive Approaches to Science Argumentation and Literacy: What Does It Mean to “Live” the Languages of Science?

Theorizing the Future of Science Education Research, p.99-113

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Examining Teacher Actions Supportive of Cross-Disciplinary Science and Literacy Development among Elementary Students

International journal of education in mathematics, science and technology, 2013-01, Vol.1 (1), p.43

2013

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I Will Just SWH It: The Learning Lens of Teachers as They Engage in the Exploration of Argument-Based Inquiry

Aligning Teaching to Learning: A 3-Year Study Examining the Embedding of Language and Argumentation into Elementary Science Classrooms

The Nature of Elementary Student Science Discourse in the Context of the Science Writing Heuristic Approach

Grade 5 Students' Online Argumentation about Their In-Class Inquiry Investigations

More Voices from the Classroom: International Teachers' Experience with Argument-Based Inquiry

Pearl and Ronda: Revaluing Mothers' Literate Lives to Imagine New Relationships Between Homes and Elementary Schools

"Trust the Fungus": Lessons in Media Literacy Learned From the Movies

Negotiating the inquiry question : a comparison of whole class and small group strategies in grade five science classrooms

The Bumper Sticker Curriculum: Learning From Words on the Backs of Cars

Examining Teacher Actions Supportive of Cross-Disciplinary Science and Literacy Development among Elementary Students

Joining the Video-Game Literacy Club: A Reluctant Mother Tries to Join the "Flow"

In Defense of Crappy Literature: When the Book Is Bad but the Literary Thinking Is Rich

To Efoliate or Not to Efoliate? The Rise of the Electronic Portfolio in Teacher Education

Voices from the Classroom

Teacher Roles of Questioning in Early Elementary Science Classrooms: A Framework Promoting Student Cognitive Complexities in Argumentation

A Technology User's Bill of Rights: Lessons Learned in Chat Rooms

Negotiation, embeddedness, and non-threatening learning environments as themes of science and language convergence for English language learners

"Reading" Miss Moonbeam: Lessons learned from a mannequin

A Thrice-Learned Lesson from the Literate Life of a Five-Year-Old

Voices from the Classroom

Declaração dos direitos dos usuários de tecnologia: lições de salas de bate-papo

Toddlers Through Grade 2: Developmental Moments: Teacher Decision Making to Support Young Writers

Developmental Moments: Teacher Decision Making to Support Young Writers

Immersive Approaches to Science Argumentation and Literacy: What Does It Mean to “Live” the Languages of Science?

Examining Teacher Actions Supportive of Cross-Disciplinary Science and Literacy Development among Elementary Students

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