Discourse as pedagogy : how inquiry cycles, risk, and multiple semiotics supported teacher learning in a community of practice

In Collections: Electronic Theses & Dissertations

Copyright Status: In Copyright

Material Type: Theses

Authors: Paxton-Buursma, Debra

Date Published: 2005

Subjects: Classroom environment
Inquiry-based learning
Literacy--Study and teaching
Teacher effectiveness

Program of Study: Counseling, Educational Psychology, and Special Education

Degree Level: Doctoral

Language: English

Pages: xviii, 577 pages

Permalink: https://doi.org/doi:10.25335/3n8x-fj89

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