Conflicting stories: Using interpretive policy analysis to rethink the “science” of early literacy curriculum.
Status
Faculty
School
Kalmanovitz School of Education
Department
Teacher Education
Document Type
Presentation
Publication Date
1-1-2010
Publication / Conference / Sponsorship
31st Urban Ethnography in Education Research Forum
Scholarly
yes
Disciplines
Education
Original Citation
Spencer, T.G. (2010). Conflicting stories: Using interpretive policy analysis to rethink the “science” of early literacy curriculum. (Refereed) scholarly paper presented to the 31st Urban Ethnography in Education Research Forum, University of Pennsylvania, Philadelphia, PA.
Repository Citation
Spencer, Tamara. Conflicting stories: Using interpretive policy analysis to rethink the “science” of early literacy curriculum. (2010). 31st Urban Ethnography in Education Research Forum. [presentation]. https://digitalcommons.stmarys-ca.edu/school-education-faculty-works/1387
COinS
