An autobiographical narrative inquiry into the experiences of a French immersion teacher journeying towards inclusion

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dc.contributor.authorPeatfield, Kathryn
dc.contributor.supervisorPelton, Tim
dc.date.accessioned2015-09-01T18:05:47Z
dc.date.available2015-09-01T18:05:47Z
dc.date.copyright2015en_US
dc.date.issued2015-09-01
dc.degree.departmentDepartment of Curriculum and Instruction
dc.degree.levelMaster of Education M.Ed.en_US
dc.description.abstractUsing the metaphor of “The Frog in the Well: Two Steps Forward, One Step Back” the author reflects on how her lived experiences have shaped her beliefs about the intersections of French immersion and inclusive education. She stories her shifting understandings of French immersion and how these have been shaped by her own student experiences, her experiences teaching French immersion and science in a variety of schools, and her formal study of curriculum and special education. This process of change is made visible through a framework of autobiographical narrative inquiry.en_US
dc.description.scholarlevelGraduateen_US
dc.identifier.urihttp://hdl.handle.net/1828/6643
dc.language.isoenen_US
dc.rightsAvailable to the World Wide Weben_US
dc.subjectnarrative inquiry
dc.subjectautobiography
dc.subjectFrench immersion
dc.subjectinclusive education
dc.subjectinclusion
dc.titleAn autobiographical narrative inquiry into the experiences of a French immersion teacher journeying towards inclusionen_US
dc.typeprojecten_US

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