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Student drawing and academic language processing.
Abstract
This paper focuses on analysis and interpretation of student-generated drawings as an alternate form of assessing undergraduate teacher education students' processing of academic language. First, a review of theories supporting classroom applications of the drawing construction strategy for mastery of content knowledge is presented. Next, classroom application of the drawing construction strategy in an undergraduate teacher education course is described, followed by an analysis and interpretation of student-generated drawings. Finally, implications of the drawing construction strategy for classroom instruction of pre-service teachers are specified.
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