Skip to content
2018
Volume 106, Issue 2
  • ISSN: 0013-8274
  • E-ISSN: 2161-8895

Abstract

Two district literacy leaders share their experience designing a dialogic model ofprofessional development for literacy teachers that advocates for open-door teaching.

Loading

Article metrics loading...

/content/journals/10.58680/ej201628824
2016-11-01
2024-05-18
Loading full text...

Full text loading...

http://instance.metastore.ingenta.com/content/journals/10.58680/ej201628824
Loading
  • Article Type: Research Article
This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error