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dc.contributor.authorTejero Hughes, Marie
dc.contributor.authorParker-Katz, Michelle
dc.contributor.authorBalasubramanian, Anita
dc.date.accessioned2014-03-18T04:33:03Z
dc.date.available2015-04-18T09:30:09Z
dc.date.issued2013-10-01
dc.identifier.bibliographicCitationHughes, M. T., Parker-Katz, M. and Balasubramanian, A. Learning to teach literacy through collaborative discussions of student work. Teachers and Teaching. 2013. 19(5): 543-558. DOI: 10.1080/13540602.2013.827365en_US
dc.identifier.issn1354-0602
dc.identifier.otherDOI: 10.1080/13540602.2013.827365
dc.identifier.urihttp://hdl.handle.net/10027/12842
dc.descriptionPost print version of article may differ from published version. This is an electronic version of an article published in Hughes, M. T., Parker-Katz, M. and Balasubramanian, A. Learning to teach literacy through collaborative discussions of student work. Teachers and Teaching. 2013. 19(5): 543-558. Teachers and Teaching: Theory and Practice is available online at: http://www.informaworld.com/smpp/ DOI: 10.1080/13540602.2013.827365en_US
dc.description.abstractDespite the high numbers of students with disabilities struggling with literacy, few teachers report feeling well prepared to address it. Most students with disabilities encounter challenges in reading, and professional development can help teachers learn a range of ways to address those. In this paper, we discuss a professional development project in which prospective teachers work collaboratively with practicing teachers throughout their university preparation. The professional development provided builds on the idea of “literacy artifacts”, which are samples of students’ and teachers’ work. Using guided discussions, teachers across the career continuum construct understandings and practices in which they learn how to infuse literacy instruction into all teaching and learning. By conjoining the literacy artifact with instructional resources teachers use, participants make visible the complexity of literacy instruction and how literacy could be embedded in teaching content for students with disabilities especially in general education classrooms.en_US
dc.language.isoen_USen_US
dc.publisherTaylor & Francisen_US
dc.subjectteacher educationen_US
dc.subjectspecial educationen_US
dc.subjectliteracy instructionen_US
dc.titleLearning to teach literacy through collaborative discussions of student worken_US
dc.typeArticleen_US


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