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Writing Rock Stars: An After-School Community Partnership in Childhood Literacy
In this essay, we explain the development, implementation, and preliminary findings of an innovative writing program that drew upon a peer collaborative model and a community literacy perspective. Developed as an after school program, this project represented a community-university partnership desig...
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Published in: | Community literacy journal 2010-09, Vol.5 (1), p.57-73 |
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Language: | English |
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container_end_page | 73 |
container_issue | 1 |
container_start_page | 57 |
container_title | Community literacy journal |
container_volume | 5 |
creator | Gring-Pemble, Lisa M Garner, Pamela |
description | In this essay, we explain the development, implementation, and preliminary findings of an innovative writing program that drew upon a peer collaborative model and a community literacy perspective. Developed as an after school program, this project represented a community-university partnership designed to provide an enjoyable forum for teaching and learning writing techniques and principles outside of the constraints of state curricular guidelines. Preliminary case study data suggest important benefits of this partnership for young children, parents, and the surrounding community. (Contains 6 figures.) |
doi_str_mv | 10.1353/clj.2010.a471045 |
format | article |
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language | eng |
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source | Project Muse:Jisc Collections:Project MUSE Journals Agreement 2024:Premium Collection; ERIC |
subjects | After School Programs Community Programs Cooperative Learning Elementary School Students Literacy Education Parents Partnerships in Education Peer Relationship Program Effectiveness School Community Relationship Universities Virginia Writing Assignments Writing Instruction Young Children |
title | Writing Rock Stars: An After-School Community Partnership in Childhood Literacy |
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