Teacher Perspectives Concerning the Implementation of a Balanced Literacy Program in a Suburban K-2 School

dc.contributor.author	Daly, Mitchell William
dc.date.accessioned	2021-09-07T21:57:41Z
dc.date.available	2021-09-07T21:57:41Z
dc.date.issued	2010-01-01
dc.identifier.uri	http://hdl.handle.net/20.500.12648/5753
dc.description.abstract	This research drew upon teacher responses to make recommendations for future support and professional development within school D. The qualitative data collected allowed me to tailor my recommendations to the specific needs of school D's teachers, as they work to implement a balanced literacy program. This study highlights what the teachers feel is needed to help them become successful with balanced literacy.
dc.subject	Balanced Literacy Framework
dc.subject	Professional Development
dc.subject	Instructional Level
dc.title	Teacher Perspectives Concerning the Implementation of a Balanced Literacy Program in a Suburban K-2 School
dc.type	thesis
refterms.dateFOA	2021-09-07T21:57:41Z
dc.description.institution	SUNY Brockport
dc.description.department	Education and Human Development
dc.description.degreelevel	Master of Science in Education (MSEd)
dc.source.status	published
dc.description.publicationtitle	Education and Human Development Master's Theses
dc.contributor.organization	The College at Brockport
dc.languate.iso	en_US

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