Teaching "Real Books" Versus Graphic Novels in the Classroom
Moeller's primary research interests were how students perceived gender differences in graphic novel preference and what suggestions they had about how graphic novels could be used in school contexts. Lapp, Wolsey, Fisher and Frey (2011/2012) note that public education policy, such as adequate...
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| Veröffentlicht in: | The New England Reading Association journal 2016-01, Vol.51 (2), p.121 |
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| container_title | The New England Reading Association journal |
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| creator | Kern, Diane |
| description | Moeller's primary research interests were how students perceived gender differences in graphic novel preference and what suggestions they had about how graphic novels could be used in school contexts. Lapp, Wolsey, Fisher and Frey (2011/2012) note that public education policy, such as adequate yearly progress (AYP) on state and district testing, may constrain the use of graphic novels in the English language arts classroom. |
| format | Article |
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| fulltext | fulltext |
| identifier | ISSN: 0028-4882 |
| ispartof | The New England Reading Association journal, 2016-01, Vol.51 (2), p.121 |
| issn | 0028-4882 |
| language | eng |
| recordid | cdi_proquest_journals_1870911250 |
| source | Education Source (EBSCOhost) |
| subjects | Cartoons Federal Programs Grade 5 Graphic novels Instructional Materials Language Arts Novels Reading Materials Students Teaching |
| title | Teaching "Real Books" Versus Graphic Novels in the Classroom |
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