Inquiry 3: Policy and Profession
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CIERA Report #3-025 "The Effect of Groups and Individuals on National Decisionmaking: Influence and Domination in the Reading Policymaking Environment" by Julie E. McDaniel, and Cecil Miskel
CIERA Report #3-024 "The Alignment of State Standards and Assessments in Elementary Reading" by Karen K. Wixson, Maria Chesley Fisk, Elizabeth Dutro, and Julie McDaniel
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CIERA Report #3-022 "When State Policies Meet Local District Contexts: Standards-Based Professional Development as a Means to Individual Agency and Collective Ownership"
by Elizabeth Dutro, Maria Chesley Fisk, Richard Koch, Laura J. Roop, and Karen Wixson
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CIERA Report #3-021 "Building Electronic Discussion Forums to Scaffold Pre-Service Teacher Learning: Online Conversations in the Reading Classroom Explorer"
by Richard E. Ferdig, Laura R. Roehler, and David Pearson
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CIERA Report #3-019 "A Second Year of One-on-One Tutoring: An Intervention for Second Graders With Reading Difficulties"
by Mary Claiborne Fowler, Laura M. Lindemann, Susan Thacker-Gwaltney, and Marcia Invernizzi
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CIERA Report #3-017 "The Road to Participation: The Evolution of a Literary Community in an Intermediate Grade Classroom of Linguistically Diverse Learners"
by Ailing Kong and P. David Pearson
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CIERA Report #3-015 "Book Club Plus: A Conceptual Framework to Organize Literacy Instruction"
by Taffy Raphael, Susan Florio-Ruane, and MariAnne George
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CIERA Report #3-006 "Discretion in the Translation of Reading Research to Policy"
by Barbara M. Taylor, Richard C. Anderson, Kathryn H. Au, and Taffy E. Raphael
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For a response by Barbara Foorman and her colleagues to the Taylor et. al. analysis of the impact of the original 1998 article published in the Journal of Educational Psychology, click here.
CIERA Report #3-003 "Culture, Autobiography, and the Education of Literacy Teachers"
by Susan Florio-Ruane and Taffy E. Raphael, with Jocelyn Glazier, Mary McVee, Bette Shellhorn, and Susan Wallace
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