Literacy teaching in Tasmania : teaching practice and teacher learning. Final report for the Review of Literacy Teaching, Training, and Practice in Government Schools / [Sarah Stewart, Kitty te Riele, Elaine Stratford ; prepared for the Department of Education, Tasmania]
Published
Hobart : University of Tasmania. Peter Underwood Centre for Educational Attainment, 2019
vii, 238 pages : illustrations, some coloured ; 30 cm.
Contents
Section 1. Introduction -- Part 1: Literacy teaching practice in schools -- Section 2. Understandings and influences -- Section 3. Enacting literacy teaching practice in the classroom -- Section 4. Enacting literacy practice at the whole school level -- Section 5. Evaluating impacts of literacy teaching practice -- Part 2: Teacher learning for teaching literacy -- Section 6. Overview of initial teacher education -- Section 7. 'Conceived space' : the policy context -- Section 8. 'Perceived space' : the university context -- Section 9. 'Lived space' : the classroom context -- Section 10. Conclusions and implications -- Appendices -- Reference list
Summary
This final report contains the results of a three-year review of literacy teaching and teacher learning to inform a Tasmanian state-wide agenda to improve engagement, retention, and outcomes for Tasmanian school students, linked to the Department of Education's strategic plan. Phase 1 consisted of two literature reviews. Phases 2 and 3 comprised empirical research. Phase 2 was conducted in Tasmanian government schools. Phase 3 involved data collection from pre-service teacher education at the University of Tasmania (UTAS) and with beginning teachers employed by Department and centred on investigating teacher preparation for teaching literacy. Phase 4 focused on a synthesis of the findings from Phases 1, 2, and 3, together with further analysis of relevant scholarly literature and other publications, leading to this report. [Publisher summary]
Bibliography
Includes bibliographical references
Notes
Cover title
This publication is licensed under a Creative Commons Attribution 3.0 Australia licence
