Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/109531
Type: Journal article
Title: Towards sustainable language and literacy practices for teacher learning in a secondary context: a focus on writing
Author: Maadad, N.
Citation: Australian Journal of Middle Schooling, 2015; 15(2):20-37
Publisher: Adolecent Success
Issue Date: 2015
ISSN: 1445-2928
Statement of
Responsibility: 
Nina Maadad, Beverley White
Abstract: In response to the need for a sustainable language and literacy practice that ensure middle school students' success in writing, a co-educational, Roman Catholic college in South Australia engaged its teachers and students in a three-year project known as The Writing Project. The project aimed to develop student skills and competence in writing to ensure all students met the language and literacy demands of the curriculum. It also aimed to build the capacity of teachers across learning areas. This article focuses on the capacity-building aspect of the project. It examines the teachers' positive perceptions of their own development as teachers of writing and the extent to which the project has impacted on their practice. This article contributes to knowledge about sustainable teacher learning through a project approach and creates an understanding of what constitutes successful pedagogical practices in middle school writing classes.
Keywords: Literacy; language; sustainable practice; writing; secondary education
Rights: Copyright Status Unknown
RMID: 0030065941
Published version: http://www.adolescentsuccess.org.au/
Appears in Collections:Education publications

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