Student Views of Learning: Perspectives from Three Countries

Sara Ann Beach, Angela Ward, Sapargul Mirseitova

Abstract


This study examines how learners understand themselves as literacy learners and critical thinkers in their classrooms. Students in grades four, five and eight in the United States, Canada, and Kazakhstan were interviewed about their own literacy and thinking practices, their classroom experiences, and their understandings of the role of literacy in a democracy. Implications for classroom practice are described.

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