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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- Steeg, Susanna Mae (Author)
- Mccarty, Teresa L. (Thesis advisor)
- Fischman, Gustavo E. (Committee member)
- Marsh, Josephine P. (Committee member)
- Smith, Karen (Committee member)
- Arizona State University (Publisher)
The date the item was original created (prior to any relationship with the ASU Digital Repositories.)
- General Education
- Teacher Education
- Language arts
- affect in learning
- holistic literacy instruction
- in-service teachers
- qualitative case study
- teacher learning
- Elementary school teachers--In-service training--Case studies.
- Elementary school teachers
- Inquiry-based learning--Case studies.
- Inquiry-Based Learning
- Learning, Psychology of--Case studies.
- Affect (Psychology)--Case studies.
- Affect (Psychology)
- Literacy--Study and teaching--Case studies.
- Reading--Case studies.
Collections this item is in
- Partial requirement for: Ph. D., Arizona State University, 2011Note typethesis
- Includes bibliographical references (p. 190-199)Note typebibliography
- Field of study: Curriculum and instruction (Language and literacy)
Citation and reuse
Statement of Responsibility
by Susanna M. Steeg