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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ642251
Record Type: CIJE
Publication Date: 2001
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0162-3737
Collective Sensemaking about Reading: How Teachers Mediate Reading Policy in Their Professional Communities.
Coburn, Cynthia E.
Educational Evaluation and Policy Analysis, v23 n2 p145-70 Sum 2001
Uses an in-depth case study of a California elementary school to examine the processes by which teachers construct and reconstruct multiple policy messages about reading instruction in the context of their professional communities. Develops a model of collective sensemaking and discusses the formal networks and informal alliances among teachers that shape the processes. (SLD)
Descriptors: Case Studies, Educational Policy, Elementary Education, Elementary School Teachers, Models, Networks, Reading
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Meaning Construction; Professional Community