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oai:www.ideals.illinois.edu:2142/79613 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Bonnie Armbruster Walker, Amber Ione Olsen 2015-09-25T19:52:31Z 2015-09-25T19:52:31Z 10000-01-01 2001 2001 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. Made available in DSpace on 2015-09-25T19:52:31Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3017243.pdf: 13602455 bytes, checksum: 4c39397d53bb703438b6432ce1f7d509 (MD5) Previous issue date: 2001 Embargo set by: Seth Robbins for item 80895 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 331 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2001. http://hdl.handle.net/2142/79613 (MiAaPQ)AAI3017243 eng Education, Curriculum and Instruction Winds of Change? Reading, Writing, and *Assessment: A Longitudinal Study of Two Rural Fourth Grade Teachers text Education Education University of Illinois at Urbana-Champaign Dissertation Ph.D.