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Dawnene D. Hassett - Publications

Affiliations: 
University of Wisconsin, Madison, Madison, WI 
Area:
Language and Literature Education, Teacher Training Education, Technology of Education
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7 high-probability publications. We are testing a new system for linking publications to authors. You can help! If you notice any inaccuracies, please sign in and mark papers as correct or incorrect matches. If you identify any major omissions or other inaccuracies in the publication list, please let us know.

Year Citation  Score
2017 Lee SW, Hassett DD. The multiple modes of ideological becoming: an analysis of kindergarteners’ appropriation of school language and literacy discourses European Early Childhood Education Research Journal. 25: 462-475. DOI: 10.1080/1350293X.2017.1308169  0.395
2010 Gomez ML, Schieble M, Curwood JS, Hassett D. Technology, learning and instruction: distributed cognition in the secondary English classroom Literacy. 44: 20-27. DOI: 10.1111/J.1741-4369.2010.00541.X  0.464
2009 Hassett DD, Curwood JS. Theories and Practices of Multimodal Education: The Instructional Dynamics of Picture Books and Primary Classrooms. The Reading Teacher. 63: 270-282. DOI: 10.1598/Rt.63.4.2  0.458
2009 Hassett DD. Children's Literature and Early Literacy Success: Using the Charlotte Zolotow Award Collection in Early Childhood Teacher Education Journal of Early Childhood Teacher Education. 30: 363-384. DOI: 10.1080/10901020903320296  0.381
2008 Hassett DD. Teacher Flexibility and Judgment: A Multidynamic Literacy Theory. Journal of Early Childhood Literacy. 8: 295-327. DOI: 10.1177/1468798408096479  0.404
2006 Hassett DD. Signs of the times: The governance of alphabetic print over ‘appropriate’ and ‘natural’ reading development: Journal of Early Childhood Literacy. 6: 77-103. DOI: 10.1177/1468798406062176  0.326
2006 Hassett DD. Technological difficulties: a theoretical frame for understanding the non-relativistic permanence of traditional print literacy in elementary education Journal of Curriculum Studies. 38: 135-159. DOI: 10.1080/00220270500363703  0.336
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