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dc.contributor.authorOnody, Judy.en_US
dc.date.accessioned2009-07-14T19:40:52Z
dc.date.available2009-07-14T19:40:52Z
dc.date.issued2004-07-14T19:40:52Z
dc.identifier.urihttp://hdl.handle.net/10464/2264
dc.description.abstractIn this narrative self-study I retell and connect the stories ofmy personal journey with literacy from childhood to the present. I use narrative as both methodology and method as I story my life experiences and my personal encounters with literacy. The heart ofmy reflections comes from the pages of personal journals written and storied over many years of trying to make meaning of powerful literacy experiences in my life. Now, in going back through the stories and reconstructing meaning, I make connections between the memories along the journey and the place from which I now tell my story. The interpretations I construct give voice to beliefs 1 have lived by and illuminations to moments in time that I have come to see with new eyes as I have engaged in this inquiry. The journey and self-reflection within the pages of this inquiry provide understanding of the driving force behind my personal passion for literacy. I am better able to understand my motivations and share the stories that validate my personal and professional path through time.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectTeachersen_US
dc.subjectSelf perception.en_US
dc.subjectReflective teaching.en_US
dc.subjectPsychologyen_US
dc.subjectLiteracyen_US
dc.titlePausing at the river's edge : a narrative inquiry into the practice of a reading teacher /en_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US


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