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dc.contributor.author Moar, Carol L. en_US
dc.date.accessioned 2007-07-12T17:50:17Z
dc.date.available 2007-07-12T17:50:17Z
dc.date.issued 2000-08-01T00:00:00Z en_US
dc.identifier.uri http://hdl.handle.net/1993/2596
dc.description.abstract In this thesis I have used the methodology of Teacher Action Research to help me better understand literacy learning for children. The questions driving my research included: "What does it mean for children to be involved in authentic literacy experiences?" "What role does the social nature of literacy play in my students' learning?" "How might the concept of a 'community of learners' support children who are struggling as readers and writers?" Over the past three years I have been writing a journal reflecting on the actions and words of many of my students. My self-reflective journal entries have been in the form of narratives and stories. I have also collected written work samples, drawings and photographs that I have taken of my students as they have been involved in various learning experiences. Some of these work samples, drawings and photographs are used in this thesis to illustrate my journal entries and my learning. My journal entries (the primary data for this thesis) were reviewed and categorized according to a developing set of basic beliefs about literacy and learning. (Abstract shortened by UMI.) en_US
dc.format.extent 6942269 bytes
dc.format.extent 184 bytes
dc.format.mimetype application/pdf
dc.format.mimetype text/plain
dc.language en en_US
dc.language.iso en_US
dc.title Professional growth through journaling, a resource teacher's perspective on literacy learning en_US
dc.degree.discipline Curriculum: Teaching and Learning
dc.degree.level Master of Education (M.Ed.) en_US


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