The year after: sustaining the effects of literacy professional development in New Zealand secondary schools

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dc.contributor.authorWhitehead, David
dc.date.accessioned2010-05-09T21:21:08Z
dc.date.available2010-05-09T21:21:08Z
dc.date.issued2010
dc.description.abstractThis paper describes some key characteristics of two secondary schools that were able to sustain benefits accrued from funded, externally facilitated literacy professional development intervention, during the year after facilitation had ceased. Characteristics that, together, signal a school with the potential to sustain gains in understanding about learning and literacy included the role of key people in building a critical mass community of practice, the theoretical and learner-focused nature of professional learning sessions built around an inquiry cycle, the use of intellectual resources focused more broadly on learning rather than literacy and the use of literacy data to facilitate evidence-based teaching.en
dc.identifier.citationWhitehead, D. (2010). The year after: sustaining the effects of literacy professional development in New Zealand secondary schools. Language and Education, 24(2), 133-149.en
dc.identifier.doi10.1080/09500780903350273en
dc.identifier.urihttps://hdl.handle.net/10289/3867
dc.language.isoen
dc.publisherRoutledgeen_NZ
dc.relation.isPartOfLanguage and Educationen_NZ
dc.relation.urihttp://www.informaworld.com/smpp/content~db=all~content=a916687433en
dc.subjectliteracy practicesen
dc.subjectsecondary schoolsen
dc.subjectschool organisationen
dc.subjectsustainabilityen
dc.subjectprofessional learningen
dc.titleThe year after: sustaining the effects of literacy professional development in New Zealand secondary schoolsen
dc.typeJournal Articleen
pubs.begin-page133en_NZ
pubs.elements-id34891
pubs.end-page149en_NZ
pubs.issue2en_NZ
pubs.volume24en_NZ
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