Standing out from the best: The case of two demonstrably effective teachers of writing

Show simple item record Limbrick, Elizabeth en Parr, JM en 2012-05-20T19:53:18Z en 2011 en
dc.identifier.citation Journal of Reading, Writing and Literacy 5(1):54-82 2011 en
dc.identifier.issn 1743-0534 en
dc.identifier.uri en
dc.description.abstract Case studies are described identifying characteristics of demonstrably successful teachers of writing. Two exemplary teachers were selected from six effective teachers in three schools on the basis of past high rates of progress among students they taught. The schools had high levels of achievement in writing in a geographical area of New Zealand which traditionally underperfonns in literacy. These two teachers had rated more highly on key practices, which are aligned with high student achievement, that were common to the six effective teachers: for example, an explicit learning focus, visible and relevant learning scaffolds and resources in the classroom environment. Reanalysis of data suggested the practice of these two teachers had hallmarks of "adaptive expertise", which has been defined as learner-, knowledge-, assessment-, and community-centred. It is argued that these hallmarks may be associated particularly with highly successful teaching and learning of writing. en
dc.publisher Pied Piper Publishing Ltd. en
dc.relation.ispartofseries Journal of Reading, Writing and Literacy 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. en
dc.rights.uri en
dc.title Standing out from the best: The case of two demonstrably effective teachers of writing en
dc.type Journal Article en
pubs.issue 1 en
pubs.begin-page 54 en
pubs.volume 5 en
dc.rights.holder Copyright: Pied Piper Publishing Ltd. en
pubs.end-page 82 en
dc.rights.accessrights en
pubs.subtype Article en
pubs.elements-id 239947 en
pubs.record-created-at-source-date 2011-11-14 en

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