{"id":{"repo_id":"brockport","oai_identifier":"oai:soar.suny.edu:20.500.12648/5782"},"canonical_url":"https://search.dev.ndltd.org/etd/brockport/oai:soar.suny.edu:20.500.12648/5782","repository":{"repo_id":"brockport","name":"College at Brockport","base_url":"https://soar.suny.edu/oai/request/"},"display":{"title":"A Self-Study Exploring My Literacy Beliefs","abstract":"The purpose of this self-study was to explore my literacy beliefs first as a substitute teacher and then as a teacher's assistant. Over the span of six-weeks, I was able to scratch the surface of understanding my beliefs however, six weeks was not a sufficient amount of time when exploring an in-depth concept. With the triangulation of data to gather the information for my study, I used a journal, classroom observations, and artifacts. The results of data yielded three themes; my literacy beliefs being supported, my literacy beliefs being challenged, and resources affecting my beliefs. The conclusion for my study is that with each classroom experience as either a substitute teacher or a teacher's assistant, my beliefs came out with each literacy instructional decision that was made.","abstract_html":"The purpose of this self-study was to explore my literacy beliefs first as a substitute teacher and then as a teacher's assistant. Over the span of six-weeks, I was able to scratch the surface of understanding my beliefs however, six weeks was not a sufficient amount of time when exploring an in-depth concept. With the triangulation of data to gather the information for my study, I used a journal, classroom observations, and artifacts. The results of data yielded three themes; my literacy beliefs being supported, my literacy beliefs being challenged, and resources affecting my beliefs. The conclusion for my study is that with each classroom experience as either a substitute teacher or a teacher's assistant, my beliefs came out with each literacy instructional decision that was made.","abstract_has_math":false,"creators":["Kline, Brittany"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Joseph-McEwen, Debra A."],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-05-11","date_published":"2015-05-11","updated_at":"2026-07-27T19:01:18Z","subjects":[],"languages":["en_US"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/20.500.12648/5782","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Joseph-McEwen, Debra A."]},{"key":"dc:creator","label":"Author","values":["Kline, Brittany"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2021-09-07T21:57:47Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2021-09-07T21:57:47Z"]},{"key":"dc:date.issued","label":"Date","values":["2015-05-11"]},{"key":"dc:type","label":"Dc Type","values":["thesis"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/20.500.12648/5782"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this self-study was to explore my literacy beliefs first as a substitute teacher and then as a teacher's assistant. Over the span of six-weeks, I was able to scratch the surface of understanding my beliefs however, six weeks was not a sufficient amount of time when exploring an in-depth concept. With the triangulation of data to gather the information for my study, I used a journal, classroom observations, and artifacts. The results of data yielded three themes; my literacy beliefs being supported, my literacy beliefs being challenged, and resources affecting my beliefs. The conclusion for my study is that with each classroom experience as either a substitute teacher or a teacher's assistant, my beliefs came out with each literacy instructional decision that was made."]},{"key":"dc:title","label":"Title","values":["A Self-Study Exploring My Literacy Beliefs"]}]}],"canonical_facts":{"dc:contributor.advisor":["Joseph-McEwen, Debra A."],"dc:creator":["Kline, Brittany"],"dc:date.accessioned":["2021-09-07T21:57:47Z"],"dc:date.available":["2021-09-07T21:57:47Z"],"dc:date.issued":["2015-05-11"],"dc:description.abstract":["The purpose of this self-study was to explore my literacy beliefs first as a substitute teacher and then as a teacher's assistant. Over the span of six-weeks, I was able to scratch the surface of understanding my beliefs however, six weeks was not a sufficient amount of time when exploring an in-depth concept. With the triangulation of data to gather the information for my study, I used a journal, classroom observations, and artifacts. The results of data yielded three themes; my literacy beliefs being supported, my literacy beliefs being challenged, and resources affecting my beliefs. The conclusion for my study is that with each classroom experience as either a substitute teacher or a teacher's assistant, my beliefs came out with each literacy instructional decision that was made."],"dc:identifier.uri":["http://hdl.handle.net/20.500.12648/5782"],"dc:language.iso":["en_US"],"dc:title":["A Self-Study Exploring My Literacy Beliefs"],"dc:type":["thesis"]},"updated_at":"2026-07-27T19:01:18Z"}