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Retricted access

Research article

First published 2011-7

Tracing Discursive Resources: How Students Use Prior Genre Knowledge to Negotiate New Writing Contexts in First-Year Composition

Mary Jo Reiff, Anis Bawarshi

Written Communication

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Research article

First published 2013-1

Revisiting the Role of Explicit Genre Instruction in the Classroom

Katherine K. Frankel

Journal of Education

Retricted access

Research article

First published 1998-12

The Genre of School Music and its Shaping by Meso,Micro,and Macro Contexts

Liora Bresler

Research Studies in Music Education

Open access

Research article

First published 2023-4

Selecting repertoire for music teaching: Findings from Norwegian schools of music and arts

Siw Graabræk Nielsen, Anne Jordhus-Lier, Sidsel Karlsen

Research Studies in Music Education

Retricted access

Research article

First published 2002-7

The Effectiveness of a Highly Explicit,Teacher-Directed Strategy Instruction Routine

Gary A. Troia, Steve Graham

Journal of Learning Disabilities

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Research article

First published 2023-7

Embedding Explicit Linguistic Instruction in an SRSD Writing Intervention

Naymé Salas, Mariona Pascual, Marilisa Birello [...]

Written Communication

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Research article

First published 2022-4

Scaffolding the Case Analysis in an Organizational Behavior Course: Making Analytical Language Explicit

Silvia Pessoa, Thomas D. Mitchell, Maria Pia Gomez-Laich [...]

Journal of Management Education

Open access

Research article

First published 2018-4

Opportunities to Write: An Exploration of Student Writing During Language Arts Lessons in Norwegian Lower Secondary Classrooms

Marte Blikstad-Balas, Astrid Roe, Kirsti Klette

Written Communication

Open access

Research article

First published 2025-10

Genre-Based Writing Instruction for Secondary School Students in an English as a Foreign Language Context: Facilitating Text Organization and Cohesion

Koji Osawa

Sage Open

Retricted access

Research article

First published 2013-1

Promoting historical thinking using the explicit reasoning text

Mimi Lee

The Journal of Social Studies Research

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