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dc.contributor.authorJohnson, Greer
dc.contributor.authorDempster, Neil
dc.contributor.authorMcKenzie, Lynanne
dc.contributor.authorKlieve, Helen
dc.contributor.authorFluckiger, Bev
dc.contributor.authorLovett, Susan
dc.contributor.authorRiley, Tasha
dc.contributor.authorWebster, Amanda
dc.date.accessioned2018-09-12T06:11:54Z
dc.date.available2018-09-12T06:11:54Z
dc.date.issued2014
dc.identifier.urihttp://hdl.handle.net/10072/168664
dc.description.abstractThe Principals as Literacy Leaders with Indigenous Communities (PALLIC) project was funded by the Australian Government through the Department of Education, Employment and Workplace Relations (DEEWR) under Closing the Gap: Expansion of Intensive Literacy and Numeracy Programs for Underachieving Indigenous Students. Forty-eight (48) schools in three government jurisdictions, South Australia, Queensland and the Northern Territory, took part. This Australian Primary Principals Association (APPA) initiative was, first and foremost, a research-informed leadership development project. Leadership development, in this instance, focussed on improving Indigenous children's reading while enhancing local leadership capacity to continue with this task after the project's completion. A collaborative research program between Griffith University, the principals and their school communities was an essential mechanism in investigating the impact of the project on leadership capacity and in turn, on improvements in children's reading. The findings from the research program confirm improvements in Indigenous children's ability to learn to read. The findings report significant signs and hopeful first steps towards sustaining reading improvement as an ongoing leadership task through principals' teamwork with Indigenous leadership partners in their school communities. Both of these general conclusions are elaborated in the summary, which follows, as are some of the difficulties which the research uncovered. The findings are drawn from a triangulation analysis of data: -Principals' self-reported evaluation reports of Reading Action Plans; -Survey responses from principals, Indigenous leadership partners, teachers and literacy leadership mentors; and -Seven case study school visits.
dc.languageEnglish
dc.publisherBowden Group
dc.publisher.placeAustralia
dc.publisher.urihttps://appa.asn.au/
dc.relation.ispartofpagefromi
dc.relation.ispartofpageto59
dc.subject.fieldofresearchAboriginal and Torres Strait Islander Education
dc.subject.fieldofresearchcode130301
dc.titlePrincipals as literacy leaders with Indigenous communities: Leadership for learning to read - 'Both ways'
dc.typeReport
dc.type.descriptionU1_2 - Industry
dc.type.codeU - Research Reports for an External Body
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© 2014 Australian Primary Principals Association. Reproduction of this work in whole or in part for educational purposes within Australia is permitted. The prior written permission of the publisher is required for any other use apart from that permitted under the Copyright Act 1968 as amended.
gro.hasfulltextFull Text
gro.griffith.authorDempster, Neil C.
gro.griffith.authorJohnson, Greer
gro.griffith.authorFluckiger, Bev
gro.griffith.authorKlieve, Helen M.
gro.griffith.authorMcKenzie, Lynanne
gro.griffith.authorLovett, Susan
gro.griffith.authorWebster, Amanda
gro.griffith.authorRiley, Tasha A.


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