What is she best known for?
The fields of study she is best known for:
- Education
- Social science
- Pedagogy
Literacy, Pedagogy, Secondary education, Humanities and Mathematics education are her primary areas of study.
Her Literacy research incorporates elements of Sociocultural evolution, Adult education and Curriculum.
As part of her studies on Pedagogy, Elizabeth Birr Moje often connects relevant areas like Negotiation.
Her Secondary education study combines topics from a wide range of disciplines, such as Critical thinking and Writing instruction.
As a part of the same scientific study, Elizabeth Birr Moje usually deals with the Humanities, concentrating on Early adolescence and frequently concerns with Identity, Content area, Content learning, Funds of knowledge and Ethnography.
Her study in the fields of Inquiry science under the domain of Mathematics education overlaps with other disciplines such as Service, Ideal space and Project based.
Her most cited work include:
- Working toward third space in content area literacy: An examination of everyday funds of knowledge and Discourse (837 citations)
- Foregrounding the Disciplines in Secondary Literacy Teaching and Learning: A Call for Change (489 citations)
- “Maestro, what is ‘quality’?”: Language, literacy, and discourse in project-based science (306 citations)
What are the main themes of her work throughout her whole career to date?
Elizabeth Birr Moje mainly focuses on Pedagogy, Literacy, Mathematics education, Teaching method and Adolescent literacy.
Elizabeth Birr Moje frequently studies issues relating to Construct and Pedagogy.
Her work on Critical literacy as part of general Literacy study is frequently linked to Cognitive reframing, bridging the gap between disciplines.
Her studies link Professional development with Mathematics education.
Her work focuses on many connections between Secondary education and other disciplines, such as Humanities, that overlap with her field of interest in Early adolescence and Ethnography.
Her Science education study combines topics in areas such as Meaning and Learning sciences.
She most often published in these fields:
- Pedagogy (63.86%)
- Literacy (61.45%)
- Mathematics education (34.94%)
What were the highlights of her more recent work (between 2013-2020)?
- Literacy (61.45%)
- Pedagogy (63.86%)
- Mathematics education (34.94%)
In recent papers she was focusing on the following fields of study:
Her main research concerns Literacy, Pedagogy, Mathematics education, Adolescent literacy and Discipline.
Her studies in Literacy integrate themes in fields like Content learning and Sociocultural evolution.
When carried out as part of a general Pedagogy research project, her work on Literacy education and Secondary education is frequently linked to work in Commission, therefore connecting diverse disciplines of study.
Her work on Science education as part of general Mathematics education research is frequently linked to Meaning-making, bridging the gap between disciplines.
Elizabeth Birr Moje focuses mostly in the field of Adolescent literacy, narrowing it down to matters related to Social relation and, in some cases, Youth studies, Youth culture and Culture theory.
Her Discipline research includes elements of Teaching method and Teacher education.
Between 2013 and 2020, her most popular works were:
- Doing and Teaching Disciplinary Literacy with Adolescent Learners: A Social and Cultural Enterprise. (117 citations)
- An Integrative Framework for the Analysis of Multiple and Multimodal Representations for Meaning-Making in Science Education (85 citations)
- But What Does It Look Like? Illustrations of Disciplinary Literacy Teaching in Two Content Areas (14 citations)
In her most recent research, the most cited papers focused on:
- Education
- Social science
- Pedagogy
Elizabeth Birr Moje mostly deals with Literacy, Teaching method, Critical literacy, Mathematics education and Pedagogy.
The Adolescent literacy research Elizabeth Birr Moje does as part of her general Literacy study is frequently linked to other disciplines of science, such as Cognitive reframing, therefore creating a link between diverse domains of science.
Her Teaching method study incorporates themes from Teacher education, Professional development, Information literacy and Instructional design.
In general Mathematics education study, her work on Time on task often relates to the realm of Meaning-making, thereby connecting several areas of interest.
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