Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 1 |
| Since 2017 (last 10 years) | 1 |
| Since 2007 (last 20 years) | 1 |
Descriptor
| Aesthetics | 1 |
| Classroom Techniques | 1 |
| Creativity | 1 |
| Critical Thinking | 1 |
| Curriculum Implementation | 1 |
| Discourse Analysis | 1 |
| Foreign Countries | 1 |
| Grade 7 | 1 |
| Grade 8 | 1 |
| Language Teachers | 1 |
| Public Schools | 1 |
| More ▼ | |
Source
| Written Communication | 1 |
Author
| Flores-Ferrés, Magdalena | 1 |
| Osorio-Olave, Gabriela | 1 |
| Palacios-Bianchi, Magdalena | 1 |
| Rijlaarsdam, Gert | 1 |
| van Weijen, Daphne | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Elementary Education | 1 |
| Grade 7 | 1 |
| Grade 8 | 1 |
| Junior High Schools | 1 |
| Middle Schools | 1 |
| Secondary Education | 1 |
Audience
Location
| Chile | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkFlores-Ferrés, Magdalena; van Weijen, Daphne; Osorio-Olave, Gabriela; Palacios-Bianchi, Magdalena; Rijlaarsdam, Gert – Written Communication, 2024
The Chilean curriculum for writing education includes five paradigms: "cultural," "macro-linguistic," "micro-linguistic," "procedural," and "communicative." The implementation of such a poly-paradigmatic curriculum can occur in multiple ways. Therefore, we analyzed classroom practices with two…
Descriptors: Curriculum Implementation, Writing Instruction, Teacher Attitudes, Foreign Countries
