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Reflections
- Source: , Volume 5, Issue Assessment As Inquiry, Jan 1997, p. 40 - 42
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- 01 Jan 1997
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Abstract
Describes how a Title 1 lead teacher used the “hypothesis-test” approach with Joshua, a fifth-grade student from a “ravaged background” who was about two years behind in academic performance. Shows how, pursuing his inquiry, Joshua eventually became a strategic reader and a confident engaged learner. Notes that Joshua’s turning point was also the author’s turning point as a teacher.
© 1997 by the National Council of Teachers of English