Discussion of Kerfoot and Wrigley
The Teacher as Bridge between Program and Practice
Bibliographic Data
| ID | 10816064 |
|---|---|
| Authors | Jill Sinclair Bell (York University, corresponding author) |
| Year | 1993 |
| Volume | 27 |
| Issue | 3 |
| Pages | 467 |
| Publication date | 1993-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | TESOL Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0039-8322 • E-ISSN: 1545-7249 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/3587477 |
| OpenAlex | W1974576006 |
| Language | EN |
| Citations received | 5 |
| References cited | 3 |
Jill Sinclair Bell, Discussion of Kerfoot and Wrigley: The Teacher as Bridge between Program and Practice, TESOL Quarterly, Vol. 27, No. 3, Special-Topic Issue: Adult Literacies (Autumn, 1993), pp. 467-475
Bridge (graph theory) · Pedagogy · Sociology · EFL/ESL Teaching and Learning · Medicine · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
The influence of storybook reading on language development
The Negotiation of Teachers' Sociocultural Identities and Practices in Postsecondary EFL Classrooms
Teacher-driven curriculum development at the classroom level
Classroom-level curriculum development
Reporting and Publishing Narrative Inquiry in Tesol
| Citations per year | 0.17 |
|---|---|
| Citation span | 1997 - 2017 (21) |
| Highly cited | No |