Teaching Disciplinary Literacy in High School Economics Classrooms: A Dual-Case Study.

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dc.contributor.advisorHiller Spires, Chair
dc.contributor.advisorJohn Lee, Member
dc.contributor.advisorJill Grifenhagen, Member
dc.contributor.advisorJose' Picart, Member
dc.contributor.authorYuan, Chang
dc.date.accepted2019-06-24
dc.date.accessioned2019-06-25T12:31:05Z
dc.date.available2019-06-25T12:31:05Z
dc.date.defense2019-05-08
dc.date.issued2019-05-08
dc.date.released2019-06-25
dc.date.reviewed2019-05-15
dc.date.submitted2019-05-13
dc.degree.disciplineCurriculum & Instruction
dc.degree.leveldissertation
dc.degree.nameDoctor of Philosophy
dc.descriptionNorth Carolina State University Theses Curriculum & Instruction.
dc.formatPh.D. North Carolina State University, 2019.
dc.identifier.otherdeg16997
dc.identifier.urihttp://www.lib.ncsu.edu/resolver/1840.20/36723
dc.rights
dc.titleTeaching Disciplinary Literacy in High School Economics Classrooms: A Dual-Case Study.
dcterms.extent1 online resource (vii, 160 pages) : illustrations

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