Shifting Teachers’ Practices: How Literacy can be a Focus for Altering Pedagogical Practices

By Noeline Wright.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

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

The International Journal of Learning, Volume 16, Issue 4, pp.503-514. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.359MB).

Dr. Noeline Wright

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

I currently work as a researcher in literacy in secondary schools as well as a teacher educator focusing on pedagogy and ICT. I began my educational career as an English teacher in New Zealand. Twenty years later I embarked on a doctorate examining the role of Heads of Department in secondary schools, completed in 2002. From then, I have worked in teacher education and research at the University of Waikato.


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