Teacher empowerment through authentic authorship

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dc.contributor.advisorFránquiz, María E.
dc.creatorFlores, Rubi Patriciaen
dc.date.accessioned2013-11-26T22:24:47Zen
dc.date.accessioned2017-05-11T22:39:05Z
dc.date.available2017-05-11T22:39:05Z
dc.date.issued2013-05en
dc.date.submittedMay 2013en
dc.date.updated2013-11-26T22:24:47Zen
dc.descriptiontexten
dc.description.abstractThis transformative participatory study was designed to address the issue of limited culturally relevant Spanish or bilingual mentor texts for use in writing workshop. The researcher references critical pedagogy theory, writing instruction theory and transformative education theory to set a theoretical framework. In the study 2 Dual Language teachers currently implementing a Two-Way Dual Language program engaged in a six session book study and article discussion using Alma Flor Ada’s and Isabel Campoy’s book Authors in the classroom: A transformative Education Process (2004). Sessions were audiotaped, reflections were collected, and a pre and post questionnaire was used to gather data. Using grounded theory the data was coded and findings are included in this report.en
dc.description.departmentCurriculum and Instructionen
dc.format.mimetypeapplication/pdfen
dc.identifier.urihttp://hdl.handle.net/2152/22472en
dc.language.isoen_USen
dc.subjectTeacher as authorsen
dc.subjectTeacher authorshipen
dc.subjectTeacher empowermenten
dc.subjectCritical pedagogyen
dc.subjectWriting workshopen
dc.subjectMentor texten
dc.titleTeacher empowerment through authentic authorshipen

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