Sustaining effective literacy practices over time in secondary schools: School organisational and change issues

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dc.contributor.authorMay, Stephen
dc.date.accessioned2008-12-17T02:02:45Z
dc.date.available2008-12-17T02:02:45Z
dc.date.issued2007
dc.description.abstractThe effective, sustained implementation of literacy across the curriculum in secondary schools is still a relatively rare phenomenon. This is because such an approach to literacy requires secondary schools to undergo extensive and complex processes of school change, involving altering teachers’ thinking, attitudes and behaviour in relation to literacy and pedagogy, and establishing andmaintaining organisational processes that support teachers’ change processes and their impact on student learning. Such changes take time, not least because they often run counter to traditional organisational and pedagogical approaches in secondary schools. Drawing on our research evaluation of the Secondary Schools’ Literacy Initiative (SSLI) in New Zealand, this paper examines the medium to long term implications of school change processes for secondary schools undertaking a cross-curricular literacy focus. In so doing, it identifies three key phases that secondary schools may undergo in order to achieve and sustain effective literacy practices over time and suggests that these phases, and their characteristics, may well have wider applicability.en_US
dc.format.mimetypeapplication/pdf
dc.identifier.citationMay, S. (2007). Sustaining effective literacy practices over time in secondary schools: School organisational and change issues. Language and Education: An International Journal, 21(5), p.387- 405.en_US
dc.identifier.doi10.2167/le799.0en_US
dc.identifier.urihttps://hdl.handle.net/10289/1706
dc.language.isoen
dc.publisherMultilingual Mattersen_NZ
dc.relation.isPartOfLanguage and Education: An International Journalen_NZ
dc.rightsThis article has been published in the Language and Education: An International Journal. Copyright (c) 2007 S. May.en_US
dc.subjectliteracyen_US
dc.subjectsecondary schoolsen_US
dc.subjectschool organisationen_US
dc.subjectschool changeen_US
dc.subjectwhole schoolen_US
dc.subjectcross-curricularen_US
dc.subjecteffective schoolsen_US
dc.subjectprofessional developmenten_US
dc.titleSustaining effective literacy practices over time in secondary schools: School organisational and change issuesen_US
dc.typeJournal Articleen_US
pubs.begin-page387en_NZ
pubs.elements-id32621
pubs.end-page405en_NZ
pubs.issue5en_NZ
pubs.volume21en_NZ
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