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dc.contributor.authorJohnson, Greer
dc.contributor.authorMcKenzie, Lynanne
dc.contributor.editorJohnson, G
dc.contributor.editorDempster, N
dc.date.accessioned2017-12-19T01:00:41Z
dc.date.available2017-12-19T01:00:41Z
dc.date.issued2016
dc.identifier.isbn978-3-319-28300-5
dc.identifier.doi10.1007/978-3-319-28302-9_19
dc.identifier.urihttp://hdl.handle.net/10072/143227
dc.description.abstractThis chapter contributes to the intensified focus by government, schools, and communities on building capacity for parental engagement in children’s schooling. More specifically it discusses new ways that schools and Indigenous families and communities might be supported to build sustainable partnerships for such an enterprise: specifically in teaching and supporting children to read Standard Australian English. The first section outlines Australia’s Indigenous education policy with a view to highlighting a national policy shift from schools’ sole accountability for children’s learning to a focus on building partnerships between schools, parents, families, and communities to strengthen Indigenous children’s literacy. The next section looks to examples of how home-school partnership policies have been enacted in Australia and New Zealand. The chapter concludes with a reappraisal of what counts as “parent engagement” in reading for Indigenous parents, carers, and communities.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherSpringer International Publishing
dc.publisher.placeSwitzerland
dc.relation.ispartofbooktitleLeadership in Diverse Learning Contexts
dc.relation.ispartofchapter19
dc.relation.ispartofpagefrom365
dc.relation.ispartofpageto387
dc.subject.fieldofresearchEducational Administration, Management and Leadership
dc.subject.fieldofresearchcode130304
dc.titleCapacity Building for Parental Engagement in Reading: A Distributed Leadership Approach Between Schools and Indigenous Communities
dc.typeBook chapter
dc.type.descriptionB2 - Chapters (Other)
dc.type.codeB - Book Chapters
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.hasfulltextNo Full Text
gro.griffith.authorJohnson, Greer
gro.griffith.authorMcKenzie, Lynanne


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