Citations (8)
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Andrea M. Hawkman, Colby Tofel-Grehl, Kristin Searle & Beth L. MacDonald. (2022) Successes, challenges, and surprises: teacher reflections on using children’s literature to examine complex social issues in the elementary classroom. Teachers and Teaching 28:5, pages 584-602.
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Sylvia Pantaleo. (2021) Student Meaning-Making of an Allegorical Picturebook in Social Studies. The Social Studies 112:5, pages 217-230.
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Articles from other publishers (6)
Margaret Vaughn, Vera Sotirovska, Janine J. Darragh & Mohamed Elhess. (2021) Examining Agency in Children’s Nonfiction Picture Books. Children's Literature in Education 53:1, pages 33-51.
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Sylvia Pantaleo. (2021) The multimodal meaning-making of elementary students in social studies. The Australian Journal of Language and Literacy 44:3, pages 35-47.
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Agata Wolanin. 2021. Facing Diversity in Child Foreign Language Education. Facing Diversity in Child Foreign Language Education
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Gülseren SAĞSÖZ. (2020) Resimli Çocuk Kitaplarının Barış Eğitimi Bileşenlerinden “Kültürel Farkındalık” Bileşeni Açısından İncelenmesiExamination of Children’s Picture Books with A Specific View to “Cultural Awareness” as a Peace Education Component. Hacettepe Üniversitesi Edebiyat Fakültesi Dergisi 37:1, pages 24-46.
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Margaret Wilson Gillikin, Koti L. Hubbard & Joy N. Stapleton. (2019) Tell us a story: teaching religion with picturebooks. Social Studies Research and Practice 14:2, pages 266-279.
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Anna Falkner. (2023) Racialized space and discourse in the picture books of Ezra Jack Keats. The Journal of Social Studies Research 42:2, pages 171-184.
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