Tzu‐Jung Lin
Biographic Data
| ID | 5010371 |
|---|---|
| NAME | Tzu‐Jung Lin |
| GIVEN NAMES | Tzu‐Jung |
| FAMILY NAME | Lin |
| SIGNATURE | LIN T J |
| AFFILIATIONS | Department of Educational Studies The Ohio State University Columbus Ohio USA |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Contextualized Response to Dialogic Argumentative Writing in a Culturally and Linguistically Diverse High School English Language Arts Classroom
Given the complexity of dialogic argumentative writing and the requisite instruction needed to support student writers, we describe the instructional practices of an English language arts teacher and her culturally and linguistically diverse classroom of 10th graders' writing during key moments in two instructional units during school year 2022–2023. Adopting microethnographic discourse methods to study key events, our findings demonstrate that t…
Shaping classroom social experiences through collaborative small‐group discussions
BACKGROUND: Students form interpersonal and intrapersonal classroom social experiences with peers. While diverse intervention programmes have been developed, few have integrated social-emotional learning into academic activities to maximize the potential for learning and development. AIMS: This study examined the effects of collaborative small-group discussions on students' classroom social experiences at the interpersonal and intrapersonal level…
Shaping classroom social experiences through collaborative small‐group discussions
BACKGROUND: Students form interpersonal and intrapersonal classroom social experiences with peers. While diverse intervention programmes have been developed, few have integrated social-emotional learning into academic activities to maximize the potential for learning and development. AIMS: This study examined the effects of collaborative small-group discussions on students' classroom social experiences at the interpersonal and intrapersonal level…
Shaping classroom social experiences through collaborative small‐group discussions
BACKGROUND: Students form interpersonal and intrapersonal classroom social experiences with peers. While diverse intervention programmes have been developed, few have integrated social-emotional learning into academic activities to maximize the potential for learning and development. AIMS: This study examined the effects of collaborative small-group discussions on students' classroom social experiences at the interpersonal and intrapersonal level…
Contextualized Response to Dialogic Argumentative Writing in a Culturally and Linguistically Diverse High School English Language Arts Classroom
Given the complexity of dialogic argumentative writing and the requisite instruction needed to support student writers, we describe the instructional practices of an English language arts teacher and her culturally and linguistically diverse classroom of 10th graders' writing during key moments in two instructional units during school year 2022–2023. Adopting microethnographic discourse methods to study key events, our findings demonstrate that t…
Pedagogy (2 works) · Psychology (2 works) · Argumentative (1 works) · Art (1 works) · Bullying, Victimization, and Aggression (1 works) · Cooperative learning (1 works) · Developmental psychology (1 works) · Dialogic (1 works) · Discourse Analysis in Language Studies (1 works) · Early Childhood Education and Development (1 works)