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Teachers' Attention to Inquiry, Healing, and Possible Selves in English and Social Studies Classroom Contexts (Table 9)
Thu, April 24, 1:45 to 3:15pm MDT (1:45 to 3:15pm MDT), The Colorado Convention Center, Floor: Ballroom Level, Four Seasons Ballroom 4Session Type: Roundtable Session
Sub Unit
Chair
Papers
Cycle Breakers: Reflections on the Needs of Teachers for the Sake of the Children - Jasmin Easterling, University of Missouri - St. Louis; Leslie Lorton Hamm, University of Missouri - St. Louis
Educational Renewal: Understanding Preservice Teachers' Capacity and Actions for Inquiry-Based Lessons - Matthew Odebiyi, Arizona State University
Flourishing Across Discourses: A Comparative Case Study of Four Teachers’ Implementation of Character Education in Secondary Literacy Classrooms - Jared McKee, University of Florida; Mark B. Pacheco, University of Florida
Interdisciplinary Approaches to Reading Engagement: Outcomes of Preservice Teachers' Encounters With "Possible Selves" in Literature - Shannon Tovey, Kennesaw State University
Teaching Argumentative Writing in Culturally and Linguistically Diverse Secondary English Classrooms: Adaptive Expertise and Epistemologies - George E. Newell, The Ohio State University; Tzu-Jung Lin, The Ohio State University; Kevin Fulton, The Ohio State University; Meghan Dougherty Kuehnle, University of Notre Dame