Abstract
This session presented research findings on the role technical assistance providers play within the context of one state’s large-scale literacy grant program. This study provides an in-depth examination of one state’s technical assistance providers known as Reading First Facilitators (RFF) through the study of a group of six RFF working within the context of one funded school district by describing the entry skills RFF bring to this role, how their skills develop over time, and how they influence the grant implementation as boundary brokers.
| Original language | English |
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| State | Published - May 2010 |