An ethnography of performance-based literacy assessment and classroom instruction

This year-long ethnographic study provides an in-depth view of one primary classroom teacher's use of mandated performance- and classroom-based literacy assessment in a first-second grade classroom. By describing the district's literacy instruction and assessment policies, and by interviewing key district personnel, the researcher documented external influences upon the teacher's instruction and assessment.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2011

Author dc:creator

• Bauer, Eurydice Bouchereau

Contributors dc:contributor

• Garcia, Georgia E.

• Education, Elementary
• Education, Reading
• Education, Curriculum and Instruction

Statement dc:rights

• Copyright 1996 Bauer, Eurydice Bouchereau

Language dc:language

eng

Identifier

9780591087840
AAI9702458
(UMI)AAI9702458

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/23299