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NRC ANNUAL REVIEW OF RESEARCH
What Constitutes Quality in Interpretive Research?
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academic activities analysis asked assessment book choices classroom collaboration construct content analysis context conversations course critical critical literacy culture curriculum dialogue discourse discussion emergent literacy engaged evaluation examined example experiences explore feedback fieldnotes focus focused grade grounded theory historical fiction identified important included individual influential teachers inquiry interactions International Reading Association interviews issues Journal knowledge Language Arts learners literacy instruction literacy research literate literature meaning Merlin Tuttle metacognitive narrative National Reading Conference native-language instruction observations parents participants penpal perspectives portfolio Portsmouth practice preschoolers preservice teachers qualitative research questions readers reading and writing Reading Clinic Reading Research reflection response role Ruddell selected semester social specific stance stories strategies talk teacher education teaching themes tion topics understanding University whole language words workshop