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Spring 2022
This qualitative study was designed to address gaps in understandings of how school principals experience self-efficacy as instructional leaders of literacy in a context of standardized performance expectations. Anchored in Bandura’s (1977; 1997; 2012) social cognitive theory of human agency, it...
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Shifting Transliteracies in Elementary School: Understanding How Transliteracy Practices Contribute to Grade Three Students’ Construction of Meaning
DownloadFall 2020
Situated within social constructivist understandings of multiliteracies, this eight-month ethnographic study explored transliteracy practices in a grade three classroom. The intention of this research was to conduct an ethnographic case study to understand how digital and multiliteracies support...
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Fall 2018
Social factors, like social acceptance, are rarely included in conversations about improving children’s literacy achievement. This is problematic because of the connection between children’s social experiences and their ability to use language, including written language. Peer ratings of social...