| Title | Date | Views | Brief Description |
|---|
| CULTURALLY AND LINGUISTICALLY COMPLEX CLASSROOMS, IN-SERVICE PROFESSIONAL DEVELOPMENT, AND THE MEDIATION OF MAINSTREAM ELEMENTARY SCHOOL TEACHERS’ PROFESSIONAL SUBJECTIVITIES IN THE NORTH CAROLINA PIEDMONT |
2013 |
357 |
This dissertation study employed participatory methods of qualitative inquiry to understand how, in the setting of the North Carolina piedmont, a district-initiated multi- tiered professional development program mediated mainstream elementary school ... |
| INTO THE FIGURED WORLDS OF FIRST GRADE TEACHERS: PERCEPTIONS AND ENACTMENTS OF INSTRUCTIONAL GROUPING AND DIFFERENTIATION FOR ENGLISH LEARNERS IN NEW SOUTH CLASSROOM CONTEXTS |
2014 |
664 |
The seven-month participatory qualitative inquiry (Emerson, Fretz, & Shaw, 2011) explored how a first grade team in a metro Charlotte elementary school perceived and enacted instructional grouping and differentiation for English Learners within a p... |