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ERIC Number: EJ1090239
Record Type: Journal
Publication Date: 2016
Pages: 24
Abstractor: As Provided
Reference Count: 73
ISBN: N/A
ISSN: ISSN-1938-8071
Re-Envisioning Literacy in a Teacher Inquiry Group in a Native American Context
Vaughn, Margaret
Literacy Research and Instruction, v55 n1 p24-47 2016
The present study describes a yearlong collaborative inquiry involving six teachers and their professional discussions about literacy instruction as they developed a curriculum to support the cultural and linguistic needs of their school's 88% Native American student population. Participants in this study were four Native American teachers and two European American teachers who taught in an elementary public school located on a Native American Reservation in the Pacific Northwest region of the United States. Using a grounded theory approach, focus group discussions, interviews, and artifacts were analyzed. Analyses revealed the positions teachers adopted (i.e., advocate and cultural visionary) in their collaboration and the re-envisioning that took place as teachers adapted the curriculum to support their students' linguistic and cultural strengths.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A