Winds of Change? Reading, Writing, and *Assessment: A Longitudinal Study of Two Rural Fourth Grade Teachers
Walker, Amber Ione Olsen
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Permalink
https://hdl.handle.net/2142/79613
Description
Title
Winds of Change? Reading, Writing, and *Assessment: A Longitudinal Study of Two Rural Fourth Grade Teachers
Author(s)
Walker, Amber Ione Olsen
Issue Date
2001
Doctoral Committee Chair(s)
Bonnie Armbruster
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Curriculum and Instruction
Language
eng
Abstract
The study indicates that for long term change to occur, teachers need the support and the time to not only understand the theories behind what they are being asked to do, but also to change: (a) long held beliefs about literacy instruction and assessment, (b) expectations of teacher and student roles in the classroom, and (c) how they use instructional time in the classroom.
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