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This qualitative study explores the learning experiences of two first-grade teachers in a progressive public elementary school in the southwestern U.S. Participants inquired into their literacy instruction practices within

This qualitative study explores the learning experiences of two first-grade teachers in a progressive public elementary school in the southwestern U.S. Participants inquired into their literacy instruction practices within their reading-workshops. Weekly inquiry group conversations between teachers and researcher informed a perspective of learning as participation.

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    Contributors
    Date Created
    • 2011
    Resource Type
  • Text
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    Note
    • Partial requirement for: Ph. D., Arizona State University, 2011
      Note type
      thesis
    • Includes bibliographical references (p. 190-199)
      Note type
      bibliography
    • Field of study: Curriculum and instruction (Language and literacy)

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    Statement of Responsibility

    by Susanna M. Steeg

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