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

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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


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