Three reading-intervention teachers' identity positioning and practices to motivate and engage emergent bilinguals in an urban middle school

Abstract

No abstract was published for this record.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 22 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.