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dc.contributor.advisorRobb, Susan
dc.contributor.authorDunlevy, Margo P.
dc.date.accessioned2021-09-07T21:53:55Z
dc.date.available2021-09-07T21:53:55Z
dc.date.issued7/11/2014
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5638
dc.description.abstractThis self-study examines the literacy beliefs of a substitute teacher and the role that those beliefs play in her pedagogical choices. The study also seeks to identify the participant’s passion for literacy and how that is present in her interactions with her students. Data were gathered using field notes, journal entries, and artifacts or pictures from the classrooms where this study took place. Using these data sources, a number of key themes were identified, including evidence of literacy beliefs in my teaching, teaching against my beliefs, context influencing my beliefs, and resources impacting my beliefs. Based on my findings and experiences documented in my journal entry, the overwhelming conclusion was that teachers must be flexible with implementing literacy beliefs into their pedagogical choices.
dc.subjectLiteracy
dc.subjectBeliefs
dc.subjectSubstitute Teacher
dc.titleExploring the Impact of a Substitute Teacher’s Passion for Literacy and Her Literacy Beliefs
dc.typethesis
refterms.dateFOA2021-09-07T21:53:55Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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