Advocating for Children: Not All Literacy Interventions, Approaches and Resources are Equal

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Show simple item record Gaffney, Janet en Smith, S en Commack, F en Ash, A en Mackie, M en Mudgway, S en 2019-09-29T21:43:48Z en 2019-05-01 en
dc.identifier.issn 2324-3643 en
dc.identifier.uri en
dc.description.abstract Teachers are advocates for children in teaching and selection of literacy interventions, approaches and resources. Teachers serve an essential role as members of an informed school team with responsibility for decision making about literacy learning within their local context. In the workplace of schools, colleagues engage with others within a set of shared assumptions that create the culture of learning and teaching. The advocacy role of teachers will be discussed along with criteria for critically appraising teaching approaches and resources that facilitate literacy processing. Empirical research, context, children’s competences, and a teacher’s theories of learning comprise criteria for selecting interventions, approaches and teaching resources. Which ones are worth the effort? Which ones are worthy of children’s time? Why does it matter? In complex systems, a change in one part of the system will have ripple effects at every other level of operation—expanding or limiting optimal learning of each child. en
dc.description.uri en
dc.relation.ispartofseries New Zealand Literacy Forum 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 Advocating for Children: Not All Literacy Interventions, Approaches and Resources are Equal en
dc.type Journal Article en
pubs.issue 1 en
pubs.begin-page 5 en
pubs.volume 34 en
dc.rights.holder Copyright: The author en en
pubs.end-page 12 en
dc.rights.accessrights en
pubs.subtype Article en
pubs.elements-id 775327 en Education and Social Work en Curriculum and Pedagogy en
pubs.record-created-at-source-date 2019-06-23 en

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