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Abstract

The fact that populations attending U.S. schools are diverse, in terms of cultural representation, SES, languages spoken, etc., means that it is imperative for teachers and teacher candidates to have knowledge of various ways students gain and use literacy. This qualitative study describes reported influences on decisions made and differentiated literacy practices present in classrooms deemed effective with diverse learners. Using a multidimensional framework (Cohen, 2006), analysis highlights social, emotional, ethical, and academic education. Findings reveal the importance of how teachers define literacy and how schools support teachers when designing literacy instruction for different learners. Differences in teacher beliefs and systemic educational differences provide examples of areas that might be supported by further research.

DOI

10.15760/nwjte.2018.13.2.2

Persistent Identifier

https://archives.pdx.edu/ds/psu/26661

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