Making it theirs : literacy teachers use reflection as a tool for shaping practice

dc.contributor.author	Lassonde, Cynthia A.
dc.contributor.author	Reinhart, Lauren
dc.date.accessioned	2005-05-20T21:06:06Z
dc.date.available	2005-05-20T21:06:06Z
dc.date.issued	2004
dc.identifier.uri	http://hdl.handle.net/1951/397
dc.description.abstract	Teachers are often faced with the difficult task of implementing programs in the development of which they had little input. However, we cannot assume that teachers use the programs without thought. This article presents an examination of the reflection that has taken place as teachers implemented a systematic, scripted phonics program. Teachers used both inner and collaborative reflection to examine their teaching philosophies, theoretical beliefs and student needs. The authors identify a continuum of program modifications related to literacy-teaching philosophies.	en
dc.format.extent	282067 bytes
dc.format.mimetype	application/pdf
dc.language.iso	en_US
dc.relation.ispartofseries	Journal of Authentic Learning;vol. 1
dc.title	Making it theirs : literacy teachers use reflection as a tool for shaping practice	en
dc.type	Article	en