Winds of Change? Reading, Writing, and *Assessment: A Longitudinal Study of Two Rural Fourth Grade Teachers

The study indicates that for long term change to occur, teachers need the support and the time to not only understand the theories behind what they are being asked to do, but also to change: (a) long held beliefs about literacy instruction and assessment, (b) expectations of teacher and student roles in the classroom, and (c) how they use instructional time in the classroom.

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

2015

Author dc:creator

• Walker, Amber Ione Olsen

Contributors dc:contributor

• Bonnie Armbruster

• Education, Curriculum and Instruction

Language dc:language

eng

Identifier

(MiAaPQ)AAI3017243

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/79613