| Автор | Sue Englert, Carol |
| Автор | Raphael, Taffy, E. |
| Автор | Mariage, Troy, V |
| Дата выпуска | 1998 |
| dc.description | This study was an examination of the nature of change in teachers' beliefs and practices over the course of their participation in a three-year collaborative project. The results suggest that teacher change is a long-term process, evolving from an early focus on enacting activities, to an increasingly broader emphasis on the principled uses of the activities, and finally, to an emphasis on changing the broader contexts of the school. |
| Издатель | Sage Publications |
| Название | A Multi-Year Literacy Intervention: Transformation and Personal Change in the Conununity of the Early Literacy Project |
| Тип | Journal Article |
| DOI | 10.1177/088840649802100403 |
| Print ISSN | 0888-4064 |
| Журнал | Teacher Education and Special Education |
| Том | 21 |
| Первая страница | 255 |
| Последняя страница | 277 |
| Аффилиация | Sue Englert, Carol, School of Education, Michigan State University, 334 Erickson Hall, East Lansing, MI 48824-1034 |
| Выпуск | 4 |
| Библиографическая ссылка | Bakhtin, M.M. (1986). Speech genres & other late essays. Austin: University of Texas Press. |
| Библиографическая ссылка | Brown, A.L., Ash, D., Rutherford, M., Nakagawa, K., Gordon, A., & Campione, J.C. (1993). Distributed expertise in the classroom. In G. Salomon (Ed.), Distributed cognition: Psychological and educational considerations (pp. 188-228). NY: Cambridge Univ. Press. |
| Библиографическая ссылка | Chang-Wells, G.L., & Wells, G. (1993). Dynamics of discourse: Literacy and the construction of knowledge. In E. A. Forman, N. Minich, & C. A. Stone (Eds.), Contexts for Learning: Sociocultural dynamics in children's development (pp. 58-90). NY: Oxford Univ. Press. |
| Библиографическая ссылка | Daiute, C. (1986). Do 1 and 1 make 2? Written Communication . 3, 283-408. |
| Библиографическая ссылка | Englert, C.S., Garmon, A., Mariage, T., Rozendal, M., Tarrant, K., & Urba, J. (1995). The Early Literacy Project: Connecting across the literacy curriculum. Remedial and Special Education, 18, 253-275. |
| Библиографическая ссылка | Englert, C.S., Mariage, T.V., Garmon, A., & Tarrant, T.K. (1998). Accelerating reading progress in Early Literacy Project classrooms: The potential to return students to grade level. Remedial and Special Education. |
| Библиографическая ссылка | Englert, C.S., Raphael, T.E., & Mariage, T.V. (1994). Developing a school-based discourse for literacy learning: A principled search for understanding. Learning Disability Quarterly, 17, 2-32. |
| Библиографическая ссылка | Englert, C.S., & Tarrant, K.L. (1995). Creating collaborative cultures for educational change. Remedial and Special Education, 16(6), 325-336. |
| Библиографическая ссылка | Englert, C.S., Tarrant, K.L., & Rozendal, M.S. (1993). Educational innovations: Achieving long-lasting curricular change through extended collaboration. Education and Treatment of Children, 16(4), 441-473. |
| Библиографическая ссылка | Fiore, T.A., & Becker, E.A. (1994). Promising classroom interventions for students with attention deficit disorders. Final Report. Washington, D. C.: Chesapeake Institute. |
| Библиографическая ссылка | Fullan, M.G. (1991). The new meaning of educational change. NY Teachers College Press. |
| Библиографическая ссылка | Gee, J.P. (1992). The Social Mind: Language, Ideology And Social Practice. NY: Bergin & Garvey . |
| Библиографическая ссылка | Greene, V.E., & Enfield, M.L. (1987). Project Read. Bloomington, MN: Language Circle. |
| Библиографическая ссылка | Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. NY Cambridge University Press. |
| Библиографическая ссылка | Meyer, D.K. (1993). What is scaffolded instruction? Definitions, distinguishing features, and misnomers. In D. J. Leu & C. K. Kinzer (Ed.), Examining central issues in literacy research, theory, and practice (pp. 41-53). The Forty-second Yearbook of the National Reading Conference. Chicago, IL: National Reading Conference . |
| Библиографическая ссылка | Moll, L.C., & Whitmore, K.F. (1993). Vygotsky in classroom practice: Moving from individual transmission to social transaction. In E. A. Forman, N. Minich , & C. A. Stone (Eds.), Contexts for Learning: Sociocultural dynamics in children's development. NY Oxford University Press. |
| Библиографическая ссылка | Stoddard, K., Hewitt, M., & Danforth, S. (1997). The BRIDGE Project: Bridging the gap between university and schools. Journal of Learning Disabilities, 30(4), 408-413. |
| Библиографическая ссылка | Vygotsky, L.S. (1978). Mind in Society. Cambridge, MS: Harvard University Press. |
| Библиографическая ссылка | Wertsch, J.V., Tulviste, P., & Hagstrom, F. (1993). A sociocultural approach to agency. In E. A. Forman, N. Minick , & C. A. Stone (Eds.), Contexts for learning: Sociocultural dynamics in children's development (pp. 336-356). NY: Oxford University Press. |
