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2018
Volume 101, Issue 3
  • ISSN: 0360-9170
  • E-ISSN: 1943-2402

Abstract

As the second piece of our year-long inquiry asking “What does it mean to prepare students for civic engagement?,” Tim O’Keefe shares how his second-and third-grade students learn to observe the world more closely and ask critical questions about those things that appear to lack adequate explanation or justice.

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/content/journals/10.58680/la202432769
2024-01-01
2024-03-01
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References

  1. Hass C. (2020) Social justice talk: Strategies for teaching critical awareness. Heinemann.
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  2. Kelly K., Laminack L., & Vasquez V. (2023) Critical comprehension: Lessons for guiding students to deeper meaning. Corwin Literacy.
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  3. Mills H. (2014) Learning for real: Teaching content and literacy across the curriculum. Heinemann.
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  4. Mills H., & O’Keefe T. (2019) In Stephens D. Harste J. & Clyde J. A. (Eds.), Reading revealed: 50 expert teachers share what they do and why they do it. “Class Journals,” Scholastic, 204–210.
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  5. Mills H., O’Keefe T., & Jennings L. (2004) Looking closely and listening carefully: Learning literacy through inquiry. National Council of Teachers of English.
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  6. Mills H., O’Keefe T., Hass C., & Johnson S. (2014) Changing hearts, minds and actions through collaborative inquiry. Language Arts, 92(1), 36–51.
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  • Article Type: Research Article
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