Abstract
It was November 29, 2007. Fifteen months had passed since Karen (first author) reentered, as a teacher researcher, the classroom of middle school-aged children who are deaf. Her intention was to uncover and build her instruction on the literacy practices students brought to the classroom (Gísladóttir, 2014). At that moment, Karen was getting ready to work with students on their writings.
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Gísladóttir, K.R., Guðjónsdóttir, H. (2015). Confronting the Hearing Teacher in Deaf Education. In: Pithouse-Morgan, K., Samaras, A.P. (eds) Polyvocal Professional Learning through Self-Study Research. Professional Learning. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-220-2_4
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DOI: https://doi.org/10.1007/978-94-6300-220-2_4
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