Search results for: Wachenheim Kimberly
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The purpose of this teacher action research was twofold: to learn more about preservice teachers' preconceived notions related to listening and to investigate how a listening journal assignment impacted preservice teachers' views of listening as an important aspect of discourse. Findings suggest that the preservice teachers entered the course without truly considering listening as an important component of teaching methods related to facilitating classroom discourse.
Updated: Mar. 02, 2008