Title

Conflicting stories: Using interpretive policy analysis to rethink the “science” of early literacy curriculum.

Authors

Tamara Spencer

SMC Author

Tamara Spencer

Status

Faculty

School

Kalmanovitz School of Education

Department

Education

Document Type

Presentation

Publication Date

1-1-2010

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.

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