dc.contributor.author |
Parr, Judith |
en |
dc.contributor.author |
Limbrick, Elizabeth |
en |
dc.date.accessioned |
2012-03-12T18:26:10Z |
en |
dc.date.issued |
2010 |
en |
dc.identifier.citation |
TEACHING AND TEACHER EDUCATION 26(3):583-590 01 Apr 2010 |
en |
dc.identifier.issn |
0742-051X |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/13935 |
en |
dc.description.abstract |
This study identifies practices of effective teachers of writing. Three schools with significantly higher achievement in an area that underperforms nationally were identified and within them teachers whose students exhibited superior progress were selected. Multiple data collection methods included lesson observation, analysis of the classroom environment, teacher and student interviews and teacher documentation. Common was a commitment to formative assessment practices and classroom environments supportive of student literacy learning. Hallmarks of teachers whose students showed a greater awareness of their learning were a sense of purpose and meaningfulness; of coherence or connectedness and of being consistent and systematic. This paper argues that student achievement in writing is likely to be higher when teachers exhibit strength s in these hallmarks. |
en |
dc.language |
EN |
en |
dc.publisher |
Elsevier |
en |
dc.relation.ispartofseries |
Teaching and Teacher Education |
en |
dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from http://www.sherpa.ac.uk/romeo/issn/0742-051X/ |
en |
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
en |
dc.subject |
Writing |
en |
dc.subject |
Teacher effectiveness |
en |
dc.subject |
Contextualising practice |
en |
dc.subject |
LITERACY |
en |
dc.title |
Contextualising practice: Hallmarks of effective teachers of writing |
en |
dc.type |
Journal Article |
en |
dc.identifier.doi |
10.1016/j.tate.2009.09.004 |
en |
pubs.issue |
3 |
en |
pubs.begin-page |
583 |
en |
pubs.volume |
26 |
en |
dc.rights.holder |
Copyright: Elsevier |
en |
pubs.end-page |
590 |
en |
dc.rights.accessrights |
http://purl.org/eprint/accessRights/RestrictedAccess |
en |
pubs.subtype |
Article |
en |
pubs.elements-id |
118969 |
en |
pubs.org-id |
Education and Social Work |
en |
pubs.org-id |
Curriculum and Pedagogy |
en |
pubs.record-created-at-source-date |
2011-12-13 |
en |