NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED522749
Record Type: Non-Journal
Publication Date: 2010
Pages: 131
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1243-6355-4
ISSN: N/A
How Can a Literacy Coach Advance Balanced Literacy and Teacher Development in Two Fourth Grade Classrooms?
Moe, Jennifer Randazzo
ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin - Madison
Viewed through a sociocultural lens, this work examines two fourth grade teachers and their newly acquired teaching practices in balanced literacy. With a strong Vygotskian influence and sociocultural perspective, I look at how these practices promote teacher growth and influence student achievement. I argue that method does matter. Therefore, literacy approaches grounded in meaningful contexts that embrace students' lifeworlds will create a context in which teachers see students' everyday literacies as resources used to recruit students into academic literacies that enable student success encouraging children to grow as literate agents. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Adult Education; Elementary Education; Elementary Secondary Education; Grade 4; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A