Skip to content
2018
Volume 39, Issue 4
  • ISSN: 1943-3050
  • E-ISSN:

Abstract

When an early-career teacher changes schools, he finds that the new school’s curriculum doesn’t quite mesh with his teaching plans. After spending the first part of the school year in despair at his “failing” plan, he returns to his professional mentor texts to reinvigorate his classroom practice and recreate the classroom reading community he had been sorely missing.

Loading

Article metrics loading...

/content/journals/10.58680/elq201729062
2017-04-01
2024-05-21
Loading full text...

Full text loading...

http://instance.metastore.ingenta.com/content/journals/10.58680/elq201729062
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