This paper examines ideas emerging from this longitudinal project in which secondary teachers in New Zealand schools have been developing their knowledge of literacy as a means of improving students’ achievement. A noticeable trend is a gradual shift from thinking about teaching, to thinking about learners and their learning. This appears to be accompanied by better classroom relationships, and more positive and engaged attitudes from students. Such outcomes can link to improved educational achievement.
|Keywords:||Literacy, Secondary Schools, Pedagogy, Outcomes|
Senior Lecturer and Senior Research Officer, Wilf Malcolm Institute of Educational Research, Professional Studies in Education, School of Education, University of Waikato, Hamilton, New Zealand
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