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24 Nov 2022
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This article describes findings from a classroom-based action research
project conducted by two in-school teachers, a literacy coach and a 4'h
grade teacher, implementing a new integrated literacy and social studies
curriculum and the changes they made in curricular practices and beliefs
over a three-year period of time. A university professor also served as an
out-of-school researcher assisting with analyzing data, describing
findings, and discussing implications.
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