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Finding Possibility in Pitfalls: The Role of Permeable Methods Pedagogy in Preservice Teacher Learning


by Heather Hebard - 2016


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Cite This Article as: Teachers College Record Volume 118 Number 7, 2016, p. 1-46
https://www.tcrecord.org ID Number: 20873, Date Accessed: 10/15/2019 10:58:59 PM
 
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About the Author
  • Heather Hebard
    University of Washington
    E-mail Author
    HEATHER HEBARD is an assistant professor of Language, Literacy, and Culture in the College of Education at the University of Washington. Her research interests are at the intersections of teacher learning, student learning, writing pedagogy, multimodal composition, and disciplinary literacies. Her recent publications include a chapter authored with Sheila Valencia in the Handbook on Effective Literacy Instruction (2013, N. Duke & B. Taylor, Eds.) and a co-authored article on disciplinary literacy in Educational Leadership, (March, 2010). Her current work examines writing instruction, multimodal composition instruction, and student learning in culturally and linguistically diverse upper elementary classrooms.
 
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