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dc.contributor.supervisor Walker, Laurie Sumara, Dennis J University of Lethbridge. Faculty of Education 2010-03-24T21:00:18Z 2010-03-24T21:00:18Z 1990
dc.description 102 leaves ; 28 cm. en
dc.description.abstract Whole-language theory, as an approach to language arts instruction, has been the subject of a wide and varied literature that has attempted to define, describe, validate and understand it. This research project is concerned with the issue of "effective whole-language teaching" as demonstrated by case study descriptions of two teachers' practice of whole-language. Using ethnographic techniques for data collection, each teacher's practice has been documented and analyzed in terms of themes that have emerged from the data. The analysis contained within each identified theme contains a descriptive and critical account of the kinds of "effective teaching" skills/strategies that have been identified in each classroom. A final discussion is offered that attempts to draw conclusions about the research question, making some recommendations about effective whole-language teaching. It is expected that these will contribute to a body of knowledge that addresses specific methods and strategies that may be used by teachers interested in whole-language education. en
dc.language.iso en_US en
dc.publisher Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1990 en
dc.relation.ispartofseries Project (University of Lethbridge. Faculty of Education) en
dc.subject Language experience approach in education -- Case studies en
dc.subject Language arts (Elementary) en
dc.title Effective whole-language teaching : case studies of two teachers' practice en
dc.type Thesis en
dc.publisher.faculty Education en

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