Examining instructional decisions of highly-regarded secondary teachers enacting a curriculum aligned to state standards
Despite firm knowledge of the instructional actions taken by skillful teachers, the evidence of persistently low levels of literacy achievement among urban secondary students underscores the complexity of achieving meaningful change in routine teaching practices. This study was motivated by the need...
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| Language: | en_US |
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2016
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| Online Access: | https://hdl.handle.net/2144/19508 |