Department
Secondary and Middle Grades Education
Document Type
Article
Publication Date
1-2006
Abstract
This critical constructivist inquiry was designed to understand controlling factors faced by classroom literacy teachers involved in a professional development program. Two guiding questions framed this critical inquiry: (1) how can I describe controlling factors faced by teachers in their respective school cultures and (2) what is the resultant impact of these controlling factors on the teachers' classroom instruction. Findings indicated that participants felt pressure to conform to a particular school philosophy, but empowered themselves by solidifying their own philosophies of instruction.
Journal Title
Reading Horizons
Journal ISSN
0034-0502
Volume
46
Issue
3