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dc.contributor.authorLassonde, Cynthia A.
dc.contributor.authorReinhart, Lauren
dc.date.accessioned2005-05-20T21:06:06Z
dc.date.available2005-05-20T21:06:06Z
dc.date.issued2004
dc.identifier.urihttp://hdl.handle.net/1951/397
dc.description.abstractTeachers 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.extent282067 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoen_US
dc.relation.ispartofseriesJournal of Authentic Learning;vol. 1
dc.titleMaking it theirs : literacy teachers use reflection as a tool for shaping practiceen
dc.typeArticleen


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