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dc.contributor.authorSmyth, John
dc.contributor.authorWhitehead, David
dc.date.accessioned2009-11-18T03:39:33Z
dc.date.available2009-11-18T03:39:33Z
dc.date.issued2007
dc.identifier.citationSmyth, J. & Whitehead, D. (2007). Literacy research methodology that is up to the challenge. Language and Education, 21(5), 377-386.en
dc.identifier.urihttps://hdl.handle.net/10289/3381
dc.description.abstractThis paper outlines the methodological dimensions of the secondary literacy research evaluation that is the focus of this special issue-the New Zealand-based Secondary Schools' Literacy Initiative (SSLI). We argue that these methodological dimensions are an example of the type of contextualised and critical research that might be usefully applied in exploring literacy across the curriculum in other national contexts. A particular concern addressed in the paper is the need to develop a contextualised, rich description of literacy practices in schools, while also addressing a wider policy climate, which is often preoccupied with issues of literacy achievement and, particularly, often-entrenched differential achievement for students across class and ethnicity lines. To achieve this, the researchers adopted a quasi-ethnographic, multi-locale, mixed-methods approach intended to enhance the robustness of the research design and the validity of the results.en
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherMultilingual Mattersen_NZ
dc.relation.urihttp://www.informaworld.com/smpp/content~db=all~content=a907113873en
dc.rightsThis article has been published in the journal: Language and Education. ©2007 J. Smyth & D. Whitehead.en
dc.subjectmulti-facetedmethodologyen
dc.subjectpartial ethnographyen
dc.subjectecological validityen
dc.subjectinteractive troubleen
dc.subjectmulti-locale ethnographyen
dc.subjectteacher-friendly assessmenten
dc.titleLiteracy research methodology that is up to the challengeen
dc.typeJournal Articleen
dc.identifier.doi10.2167/le798.0en
dc.relation.isPartOfLanguage and Education: An International Journalen_NZ
pubs.begin-page377en_NZ
pubs.elements-id32620
pubs.end-page386en_NZ
pubs.issue5en_NZ
pubs.volume21en_NZ


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