Differentially scaffolded instruction for aboriginal and non-aboriginal students during writing in the elementary years
This study examines how teachers differentially support the needs of their Aboriginal minority students and non-Aboriginal students during writing instruction. Two grade 4/5 teachers and their students participated over a four month period in classroom observations, interviews, and artifact collecti...
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| Language: | English |
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2009
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| Online Access: | http://hdl.handle.net/2429/14833 |