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Title:Winds of Change? Reading, Writing, and *Assessment: A Longitudinal Study of Two Rural Fourth Grade Teachers
Author(s):Walker, Amber Ione Olsen
Doctoral Committee Chair(s):Bonnie Armbruster
Department / Program:Education
Discipline:Education
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:Ph.D.
Genre:Dissertation
Subject(s):Education, Curriculum and Instruction
Abstract:The study indicates that for long term change to occur, teachers need the support and the time to not only understand the theories behind what they are being asked to do, but also to change: (a) long held beliefs about literacy instruction and assessment, (b) expectations of teacher and student roles in the classroom, and (c) how they use instructional time in the classroom.
Issue Date:2001
Type:Text
Language:English
Description:331 p.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2001.
URI:http://hdl.handle.net/2142/79613
Other Identifier(s):(MiAaPQ)AAI3017243
Date Available in IDEALS:2015-09-25
Date Deposited:2001


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