Exploring Teachers’ Perceptions of the Complex Contextual Factors Influencing Decisions to Participate in Professional Learning on Early Reading and Their Uptake of Classroom Strategies

Exploring Teachers’ Perceptions of the Complex Contextual Factors Influencing Decisions to Participate in Professional Learning on Early Reading and Their Uptake of Classroom Strategies

Research demonstrates those who fail to learn to read well face unfair and lifelong societal disadvantage (Allington, 2011; Castles et al., 2018; Frontier, College, 2018). The number of children who fail to learn to read proficiently remains unacceptable and persists even as research suggests practi...

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Bibliographic Details
Main Author: Fairbrother, Michael
Other Authors: Whitley, Jessica
Format: Others
Language:en
Published: Université d'Ottawa / University of Ottawa 2020
Subjects:
Teacher learning
Early reading
Teacher change
Professional learning
Complexity theory
Qualitative research
Case study
Teacher knowledge
Learning systems
Literacy
Inclusion
Inclusive teacher learning
Online Access:http://hdl.handle.net/10393/41254
http://dx.doi.org/10.20381/ruor-25478

Internet

http://hdl.handle.net/10393/41254
http://dx.doi.org/10.20381/ruor-25478

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