Review of Challenging perceptions in primary education: Exploring issues in practice

Authors

  • Lisa M. Chang The University of British Columbia

DOI:

https://doi.org/10.14507/er.v23.2159

Author Biography

Lisa M. Chang, The University of British Columbia

Lisa M. Chang is a PhD candidate in the Department of Language and Literacy Education at the University of British Columbia. Her research focuses on teachers’ multimodal pedagogies for students with learning difficulties. She also teaches courses on literacy instruction and assessment in the Bachelors of Education program.

References

Bolster, Jr., A. S. (1983). Toward a more effective model of research on teaching. Harvard Educational Review, 53(3), 294-308.

Clandinin, D. J. (1986). Classroom practice: Teacher images in action. London, UK: The Falmer Press

Clandinin, D. J., & Connelly, F. M. (1986). Rhythms in teaching: The narrative study of teachers' personal practical knowledge of classrooms. Teaching and Teacher Education, 2(4), 377-387.

Darling-Hammond, L., & Lieberman, A. (Eds.). (2013). Teacher education around the world: Changing policies and practices. New York, NY: Routledge.

Goodman, J. (1988). Constructing a practical philosophy of teaching: A study of preservice teachers' professional perspectives. Teaching and Teacher Education, 4(2), 121-137.

Kosnik, C., Rowsell, J., Williamson, P., & Simon, R. (Eds.). (2013). Literacy teacher educators: Preparing teachers for a changing world. Boston, MA: Sense Publishers.

The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60-93.

Downloads

Published

2016-11-30

How to Cite

Chang, L. M. (2016). Review of Challenging perceptions in primary education: Exploring issues in practice. Education Review, 23. https://doi.org/10.14507/er.v23.2159

Issue

Vol. 23 (2016)

Section

Book reviews

License

Education Review/Reseñas Educativas/Resenhas Educativas is supported by the Scholarly Communications Group at the Mary Lou Fulton Teachers College, Arizona State University. Copyright is retained by the first or sole author, who grants right of first publication to the Education Review. Readers are free to copy, display, distribute, and adapt this article, as long as the work is attributed to the author(s) and Education Review, the changes are identified, and the same license applies to the derivative work. More details of this Creative Commons license are available at https://creativecommons.org/licenses/by-sa/4.0/

All Education Review/Reseñas Educativas/Resenhas Educativas content from 1998-2020 and was published under an earlier Creative Commons license: http://creativecommons.org/licenses/by-nc-sa/3.0  

Education Review is a signatory to the Budapest Open Access Initiative.