Bennet, Lisa
Kremen School of Education and Human Development
Athanases, S., Bennett, L., & Wahleithner, J.
(In press).
Developing adaptive expertise for teaching English: Following the pathway of classroom data in preservice teacher inquiry.
Journal of Literacy Research.
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| Athanases, S., Bennett, L., & Wahleithner, J.
(2015).
Adaptive Teaching for English Language Arts: Following the Pathway of Classroom Data in Preservice Teacher Inquiry.
Journal of Literacy Research. 47(1),
83-114.
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| Athanases, S., Bennett, L., & Wahleithner, J.
(2013).
Fostering Data Literacy through Preservice Teacher Inquiry in English Language Arts.
Teacher Educator. 48(1),
8-28.
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| Athanases, S., Wahleithner, J., & Bennett, L.
(2013).
Learning about English Learners' Content Understandings through Teacher Inquiry: Focus on Writing.
New Educator. 9(4),
304-327.
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| Athanases, S., Wahleithner, J., & Bennett, L.
(2012).
Learning to Attend to Culturally and Linguistically Diverse Learners through Teacher Inquiry in Teacher Education.
Teachers College Record. 114(7),
50.
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| Bennett, L., Athanases, S., & Wahleithner, J.
(In press).
Teachers’ evolving conceptions of the relationship between teaching and teacher inquiry.
Action in Teacher Education.
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| Bennett, L., Athanases, S., & Wahleithner, J.
(2016).
“Like a Ball and Glove”: Teachers’ Conceptions of the Promise and Challenges of Conducting Classroom Inquiry.
Action in Teacher Education. 38(1),
49-69.
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| Bennett, L., Athanases, S., & Wahleithner, J.
(2013).
Responsive teacher inquiry for learning about adolescent English Learners as developing writers.
L2 Writing in Secondary Classrooms: Student Experiences, Academic Issues, and Teacher Education.
(pp.149-153)
Routledge.
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