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Differences in Intellectual Challenge of Writing Tasks Among Higher and Lower Value-Added English Language Arts Teachers


by Chandra Alston & Michelle T. Brown - 2015


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Cite This Article as: Teachers College Record Volume 117 Number 5, 2015, p. 1-24
https://www.tcrecord.org ID Number: 17892, Date Accessed: 12/9/2019 3:00:39 AM
 
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About the Author
  • Chandra Alston
    University of Michigan, Ann Arbor
    E-mail Author
    CHANDRA L. ALSTON is an assistant professor and lead faculty in secondary teacher education in the School of Education at the University of Michigan, Ann Arbor. Her work focuses on adolescent literacy, writing instruction, and secondary teacher education. She is the author of “Examining instructional practices, intellectual challenge, and supports for African American student writers” published in Research in the Teaching of English, and coauthor of “Reading for teaching: What we notice when we look at literature,” in press at English Journal.
  • Michelle Brown
    Southeastern Louisiana University
    E-mail Author
    MICHELLE T. BROWN is an assistant professor and coordinator of the English education program at Southeastern Louisiana University. Her work focuses on secondary teacher education and literacy intervention policy and practice in secondary schools.
 
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