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- W2910498994 abstract "The fact that populations attending U.S. schools are diverse, in terms of cultural representation, SES, languages spoken, etc., means that it is imperative for teachers and teacher candidates to have knowledge of various ways students gain and use literacy. This qualitative study describes reported influences on decisions made and differentiated literacy practices present in classrooms deemed effective with diverse learners. Using a multidimensional framework (Cohen, 2006), analysis highlights social, emotional, ethical, and academic education. Findings reveal the importance of how teachers define literacy and how schools support teachers when designing literacy instruction for different learners. Differences in teacher beliefs and systemic educational differences provide examples of areas that might be supported by further research." @default.
- W2910498994 created "2019-01-25" @default.
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- W2910498994 date "2018-12-01" @default.
- W2910498994 modified "2023-10-16" @default.
- W2910498994 title "Understanding Complexities: Teacher Voices on Differentiating Literacy Practices" @default.
- W2910498994 doi "https://doi.org/10.15760/nwjte.2018.13.2.2" @default.
- W2910498994 hasPublicationYear "2018" @default.
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