Addressing literacy in secondary schools: Introduction

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dc.contributor.authorMay, Stephen
dc.contributor.authorSmyth, John
dc.date.accessioned2008-12-17T01:12:43Z
dc.date.available2008-12-17T01:12:43Z
dc.date.issued2007
dc.description.abstractThis special issue of Language and Education reports on an independent threeyear research evaluation of a major professional development initiative to promote cross-curricular, whole school literacy policies – also known in the wider literature as ‘school language policies’ – in secondary schools in New Zealand. The findings from this evaluation, we believe, have significant implications for other national contexts. The professional development initiative in question – the Secondary Schools’ Literacy Initiative (SSLI) –was funded by the New Zealand Ministry of Education between 2003–2005 and involved a group of 60 pilot secondary schools, 20 each year.en_US
dc.format.mimetypeapplication/pdf
dc.identifier.citationMay, S. & Smyth, J. (2007). Addressing literacy in secondary schools: Introduction. Language and Education: An International Journal, 21(5), p. 365- 369.en_US
dc.identifier.doi10.2167/le796.0en_US
dc.identifier.urihttps://hdl.handle.net/10289/1703
dc.language.isoen
dc.publisherMultilingual Mattersen_NZ
dc.relation.isPartOfLanguage and Education: An International Journalen_NZ
dc.rightsThis article has been published in Language and Education: An International Journal. (c) Copyright 2007 S. May & J. Smyth.en_US
dc.subjectliteracyen_US
dc.titleAddressing literacy in secondary schools: Introductionen_US
dc.typeJournal Articleen_US
pubs.begin-page365en_NZ
pubs.elements-id32619
pubs.end-page369en_NZ
pubs.issue5en_NZ
pubs.volume21en_NZ
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