Opportunity to learn about disciplinary literacy in senior secondary English classrooms in New Zealand

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dc.contributor.author Wilson, Aaron en
dc.contributor.author Madjar, I en
dc.contributor.author McNaughton, Stuart en
dc.date.accessioned 2018-10-15T20:57:26Z en
dc.date.issued 2016 en
dc.identifier.issn 0958-5176 en
dc.identifier.uri http://hdl.handle.net/2292/41765 en
dc.description.abstract The New Zealand education system is recognised internationally for its overall high quality. At the same time, there is a persistent gap in achievement between students in low socio-economic status (SES) schools in which there is an over-representation of Māori and Pasifika students, and students in more affluent communities. In this paper, we present the findings of a study that explored the participation and achievement rates of secondary school students in selected literacy standards, and used classroom observations to record practices and resources used in literacy teaching. Our findings show the extent to which unequal opportunities to learn (OTLs) for Māori and Pasifika and other students from low SES communities exist at the systems level as well as at the level of classroom instructional offerings. We discuss the factors specific to the New Zealand curriculum and assessment systems that contribute to the current situation and suggest possible ways to achieve a more equitable outcome for all students. en
dc.publisher Taylor & Francis (Routledge): SSH Titles en
dc.relation.ispartofseries Curriculum Journal 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 https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title Opportunity to learn about disciplinary literacy in senior secondary English classrooms in New Zealand en
dc.type Journal Article en
dc.identifier.doi 10.1080/09585176.2015.1134339 en
pubs.issue 2 en
pubs.begin-page 204 en
pubs.volume 27 en
dc.rights.holder Copyright: The author en
pubs.end-page 228 en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.subtype Article en
pubs.elements-id 511236 en
pubs.org-id Education and Social Work en
pubs.org-id Curriculum and Pedagogy en
dc.identifier.eissn 1469-3704 en
pubs.record-created-at-source-date 2015-12-04 en

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