| LDR | | 02705nam u200445 4500 |
| 001 | | 000000421910 |
| 005 | | 20190215165712 |
| 008 | | 181129s2018 |||||||||||||||||c||eng d |
| 020 | |
▼a 9780438351257 |
| 035 | |
▼a (MiAaPQ)AAI10830013 |
| 035 | |
▼a (MiAaPQ)umn:19355 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 247004 |
| 082 | 0 |
▼a 372 |
| 100 | 1 |
▼a Pesarchick, Melanie R. |
| 245 | 10 |
▼a Critical Literacy Practices in an Elementary School Classroom: A Study of Teacher Learning. |
| 260 | |
▼a [S.l.]:
▼b University of Minnesota.,
▼c 2018. |
| 260 | 1 |
▼a Ann Arbor:
▼b ProQuest Dissertations & Theses,
▼c 2018. |
| 300 | |
▼a 138 p. |
| 500 | |
▼a Source: Dissertation Abstracts International, Volume: 80-01(E), Section: A. |
| 500 | |
▼a Adviser: Deborah R. Dillon. |
| 502 | 1 |
▼a Thesis (Ph.D.)--University of Minnesota, 2018. |
| 520 | |
▼a This study explored the use of critical literacy practices employed by five third-grade teachers during their shared reading instruction. These individuals worked within a community of elementary classrooms. The purpose of the research study was |
| 520 | |
▼a Using an embedded multiple case study methodology, I examined the following research questions: 1. What are teachers' initial understandings of critical literacy theories and practices? 2. What particular learning processes provided to teachers |
| 520 | |
▼a This study was framed through a combination of research on teacher communities and social cognitive theory, matched with the use of qualitative case study method including surveys, interviews, and observations. This qualitative inquiry employed |
| 520 | |
▼a Findings generated from data analysis indicated team conversations, examples of practice, and the recursive nature of the inquiry process helped to support teachers' implementation of critical literacy practices. Additionally, findings showed th |
| 520 | |
▼a The findings of this study support four implications for elementary teachers' practices during shared reading. First, professional development in critical literary practices during shared reading is necessary for increasing depth of text analysi |
| 590 | |
▼a School code: 0130. |
| 650 | 4 |
▼a Reading instruction. |
| 650 | 4 |
▼a Educational leadership. |
| 690 | |
▼a 0535 |
| 690 | |
▼a 0449 |
| 710 | 20 |
▼a University of Minnesota.
▼b Education, Curriculum and Instruction. |
| 773 | 0 |
▼t Dissertation Abstracts International
▼g 80-01A(E). |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0130 |
| 791 | |
▼a Ph.D. |
| 792 | |
▼a 2018 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T14999379
▼n KERIS
▼z 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
| 980 | |
▼a 201812
▼f 2019 |
| 990 | |
▼a ***1012033 |