Desert Elementary is a suburban Phoenix K-5 school. The school has undergone a significant change in its approach to reading instruction due to the Common Core State Standards (CCSS) instructional shift of building knowledge through content rich nonfiction. Teachers implemented this shift in their classrooms through a 16-month professional development program called Students Talking for a Change (STFAC). This qualitative action research study explored how teacher perception of reading instruction was affected by this change in instructional practice.
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- Partial requirement for: Ed.D., Arizona State University, 2017Note typethesis
- Includes bibliographical references (pages 133-139)Note typebibliography
- Field of study: Educational leadership and policy studies