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The Intersection of Reading Instruction, Assessment, and Bodies in a First-Grade Classroom
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | The Intersection of Reading Instruction, Assessment, and Bodies in a First-Grade Classroom. |
| 개인저자 | White, Kristen Leigh. |
| 단체저자명 | Michigan State University. Curriculum, Instruction, and Teacher Education. |
| 발행사항 | [S.l.]: Michigan State University., 2018. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2018. |
| 형태사항 | 156 p. |
| 기본자료 저록 | Dissertation Abstracts International 79-11A(E). Dissertation Abstract International |
| ISBN | 9780438114432 |
| 학위논문주기 | Thesis (Ph.D.)--Michigan State University, 2018. |
| 일반주기 |
Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Adviser: Amy N. Parks. |
| 요약 | A Substantial body of research on "struggling" or "at-risk" readers has mostly focused on identifying children and developing and testing interventions aimed at remediating children's perceived deficiencies. Research has generally assumed that a |
| 요약 | To explore these issues, I spent sixteen weeks in a first-grade classroom where I used ethnographic research methods, primarily during English language arts instruction, where I observed the children, the teacher, the school reading intervention |
| 요약 | The results suggest that viewed through various theoretical frames, (dis)ability is constructed differently in and across space. First, artifacts in the form of state and local policy, literacy assessments, grade-level practices, and classroom-l |
| 일반주제명 | Reading instruction. Elementary education. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
