Journal of Classroom Research in Literacy
The Journal of Classroom Research in Literacy (JCRL) is an online, peer-reviewed journal that highlights research conducted by teacher candidates and teachers. JCRL provides a forum for educators to work through ambiguities and complexities as they conduct action research and then reflect upon and write about their findings. Teachers who read the research use this shared knowledge to conduct research and address challenges in their own classrooms. This online journal features classroom-based research and honours the perspectives of teacher-researchers. It creates bridges between theory and practice for those who write the articles and for those who read them. Journal articles are written and reviewed by teacher candidates and teachers.
• To showcase the research conducted by school-based educators, and
• To encourage teacher candidates and teachers to conduct classroom-based research and disseminate the results through the online journal.
Thanks to 2016 Reviewers
|Volume 9 has just been issued and we wanted to thank those that contributed to the process!|
The Spring 2015 Issue and warm thanks to this year’s reviewers!
|We would like to take this opportunity to express our heartfelt gratitude to our 2015 issue reviewers.
The Journal of Classroom Research in Literacy is indebted to their hard work and dedication and this issue wouldn’t have been possible without their contributions. They are:
Daniela Bascuñan, OISE, University of Toronto
Judy Caulfield, OISE, University of Toronto
Dr. Monica McGlynn-Stewart - School of Early Childhood Education, George Brown College
Hyeran Park, OISE, University of Toronto
Dr. Rob Simon, OISE, University of Toronto
Jeanne Sinclair, OISE, University of Toronto
Dr. Sandra Stryes, OISE, University of Toronto
Emily Theriault, OISE, University of Toronto
Mobeen Uddin, OISE, University of Toronto