Literaturnachweis - Detailanzeige
| Autor/inn/en | Parr, Judy M.; Jesson, Rebecca |
|---|---|
| Titel | Relations between Literacy Research and Practice in New Zealand |
| Quelle | In: Reading Teacher, 73 (2020) 6, S.691-696 (6 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0034-0561 |
| DOI | 10.1002/trtr.1868 |
| Schlagwörter | Reading Research; National Curriculum; Student Needs; Foreign Countries; Teaching Methods; Context Effect; Multiple Literacies; Inquiry; Instructional Effectiveness; Writing Instruction; Researchers; Partnerships in Education; New Zealand |
| Abstract | Teaching as a process of inquiry is the underpinning philosophy stated in the New Zealand Curriculum. Teachers are tasked with inquiring into the needs of their students and the efficacy of their own practice in the light of those needs. The results of ongoing inquiry inform how practice might be honed or changed. The authors consider how the context influences the ways in which teachers interact with research and with researchers to inform and support this inquiry. Although drawing on multiple literacy research endeavors with practitioners, the authors employ just one example of a partnership that focused on accelerating progress, particularly for underachieving writers ages 10-13, to illustrate how practices that were effective with these writers were jointly established. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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