Enhancing argumentative writing and critical literature in a priveleged middle classroom: Blending ICTs and dialogic approaches with explicit instruction
| dc.DegreeType | Diploma in Education (Dip. Ed.) | en_US |
| dc.Department | School of Education | en_US |
| dc.Faculty | Humanities and Education | en_US |
| dc.Institution | University of the West Indies (Saint Augustine, Trinidad and Tobago) | en_US |
| dc.contributor.author | Liverpool, Michelle | |
| dc.contributor.other | James, Cynthia (Dr.) | en_US |
| dc.date.accessioned | 2020-10-15T12:36:50Z | |
| dc.date.available | 2020-10-15T12:36:50Z | |
| dc.date.issued | 2007 | |
| dc.identifier.uri | https://hdl.handle.net/2139/49323 | |
| dc.subject.lcsh | Critical pedagogy | |
| dc.subject.other | Argumentative writing | en_US |
| dc.subject.other | Critical literature | en_US |
| dc.subject.other | ICT | en_US |
| dc.subject.other | Dialogic learning | |
| dc.title | Enhancing argumentative writing and critical literature in a priveleged middle classroom: Blending ICTs and dialogic approaches with explicit instruction | en_US |
| dc.type | Research Paper | en_US |