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Results: 5
Number of items: 5
  • Open Access
    Flores-Ferrés, M., van Weijen, D., Osorio-Olave, G., Palacios-Bianchi, M., & Rijlaarsdam, G. (2024). Teachers’ implementation of the writing curriculum in grades 7-8 of Chilean public schools: A multiple case study. Written Communication, 41(1), 37-69. https://doi.org/10.1177/07410883231207628
  • Open Access
    Flores-Ferres, M., Van Weijen, D., Van Ockenburg, L., Ten Peze, A., Alkema, E., Holdinga, L., & Rijlaarsdam, G. (2023). Writing to understand and being understood: Basic design principles for writing instruction. In A. Galvão Spinillo, & C. Sotomayor (Eds.), Development of Writing Skills in Children in Diverse Cultural Contexts: Contributions to teaching and learning (pp. 393-427). Springer. https://doi.org/10.1007/978-3-031-29286-6_18
  • Open Access
    Flores-Ferrés, M., van Weijen, D., & Rijlaarsdam, G. (2022). Understanding writing curriculum innovation in Grades 7-12 in Chile: Linking teachers' beliefs and practices. Journal of Writing Research, 13(3), 367-414. https://doi.org/10.17239/JOWR-2022.13.03.02
  • Open Access
    Flores Ferrés, M. M. (2021). Teaching writing in Chile: An evidence base for policies on writing instruction in Grades 7-12 of Chilean public schools. [Thesis, externally prepared, Universiteit van Amsterdam].
  • Open Access
    Flores-Ferrés, M., van Weijen, D., & Rijlaarsdam, G. (2020). Teachers’ writing practices and contextual features in Grades 7-12 of Chilean public schools. Journal of Writing Research, 12(2), 365-417. https://doi.org/10.17239/jowr-2020.12.02.03
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