Overly scripted: Exploring the impact of a scripted literacy curriculum on a preschool teacher's instructional practices in mathematics

Author(s): Parks, Amy Noelle; Bridges-Rhoads, Sarah
Date Issued: July-September 2012
Description: A qualitative study of the use of a mandated and highly scripted literacy curriculum which examines one teacher's instructional practices in mathematics, based on data from a multiyear ethnographic study in a rural public preschool primarily serving African American children in central Georgia
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Journal Title: Journal of Research in Childhood Education
Volume Number: 26
Issue Number: 3
Page Range: 308-324
Topics: Child Care & Early Education Provider Workforce

Programs, Interventions & Curricula > Interventions/Curricula
Country: United States
States: GEORGIA
ISSN: 0256-8543 Paper
2150-2641 Online
Peer Reviewed: yes
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