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The Art and Science of Educational Inquiry: Analysis of Performance-Based Focus Groups With Novice Bilingual Teachers


by Melisa Cahnmann-Taylor, Jennifer Wooten, Mariana Souto-Manning & Jaime L. Dice 2009


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Cite This Article as: Teachers College Record Volume 111 Number 11, 2009, p. 2535-2559
http://www.tcrecord.org ID Number: 15439, Date Accessed: 10/17/2017 4:37:13 PM
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About the Author
  • Melisa Cahnmann-Taylor
    University of Georgia
    E-mail Author
    MELISA CAHNMANN-TAYLOR, associate professor in language and literacy education at the University of Georgia, studies bilingualism, multicultural education, and arts-based inquiry. In January 2007, she completed an MFA in poetry (New England College). Her coedited volume, Arts-Based Inquiry in Education: Foundations for Practice (Routledge), has just been published.
  • Jennifer Wooten
    University of Georgia
    E-mail Author
    JENNIFER WOOTEN is a doctoral student in foreign language education at the University of Georgia. Her research interests include cultural identity construction, second-language creative writing, and arts-based inquiry.
  • Mariana Souto-Manning
    Teachers College, Columbia University
    E-mail Author
    MARIANA SOUTO-MANNING, Ph.D., is Associate Professor of Early Childhood Education at Teachers College, Columbia University. From a critical perspective, she examines the sociocultural and historical foundations of schooling, language development, literacy practices, cultures, and discourses. She studies how children, families, and teachers from diverse backgrounds shape and are shaped by discursive practices, employing a methodology that combines discourse analysis with ethnographic investigation. Her work can be found in journals such as Early Child Development and Care, Early Childhood Education Journal, Journal of Early Childhood Research, Journal of Early Childhood Literacy, Journal of Research in Childhood Education, and Teachers College Record.
  • Jaime Dice
    University of Georgia
    E-mail Author
    JAIME L. DICE is a doctoral candidate in child and family development at the University of Georgia. Her research interests include the development of social cognition in early childhood, multicultural education, and temperamental influences on development.
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