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Professional Learning in Action: An Inquiry Approach for Teachers of Literacy


reviewed by Jennifer Tuten & Mallory Locke June 12, 2017

coverTitle: Professional Learning in Action: An Inquiry Approach for Teachers of Literacy
Author(s): Victoria J. Risko & MaryEllen Vogt
Publisher: Teachers College Press, New York
ISBN: 0807757020, Pages: 176, Year: 2016
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Cite This Article as: Teachers College Record, Date Published: June 12, 2017
http://www.tcrecord.org ID Number: 22036, Date Accessed: 8/21/2017 12:00:38 PM

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About the Author
  • Jennifer Tuten
    Hunter College
    E-mail Author
    JENNIFER TUTEN, Ph.D., is Associate Professor of Literacy Education at Hunter College. Her teaching and scholarship is practitioner-focused, closely aligned with the challenges and opportunities facing teachers as they strive to meet the needs of literacy learners in urban schools. She is co-author of Teaching and Learning in the (dis)Comfort Zone and Successful Reading Assessments and Interventions for Struggling Readers. Most recently she leads READ East Harlem/Hunter College, a literacy-focused professional development initiative supporting K-2 teachers in East Harlem.
  • Mallory Locke
    Hunter College
    E-mail Author
    MALLORY LOCKE taught middle school humanities in the South Bronx before pursuing a Master's in Adolescent Literacy at Hunter College. Currently, she is a literacy coach at a K-8 public school in East Harlem and an adjunct professor within the Department of Curriculum and Teaching at Hunter College. As a doctoral student in Hunter College's Instructional Leadership program, her areas of interest include differentiated professional learning structures that promote student-centered and culturally-responsive practices.
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