dc.contributor.author | May, Stephen | |
dc.contributor.author | Smyth, John | |
dc.date.accessioned | 2008-12-17T01:12:43Z | |
dc.date.available | 2008-12-17T01:12:43Z | |
dc.date.issued | 2007 | |
dc.identifier.citation | May, 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.uri | https://hdl.handle.net/10289/1703 | |
dc.description.abstract | This 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.mimetype | application/pdf | |
dc.language.iso | en | |
dc.publisher | Multilingual Matters | en_NZ |
dc.rights | This article has been published in Language and Education: An International Journal. (c) Copyright 2007 S. May & J. Smyth. | en_US |
dc.subject | literacy | en_US |
dc.title | Addressing literacy in secondary schools: Introduction | en_US |
dc.type | Journal Article | en_US |
dc.identifier.doi | 10.2167/le796.0 | en_US |
dc.relation.isPartOf | Language and Education: An International Journal | en_NZ |
pubs.begin-page | 365 | en_NZ |
pubs.elements-id | 32619 | |
pubs.end-page | 369 | en_NZ |
pubs.issue | 5 | en_NZ |
pubs.volume | 21 | en_NZ |