Teacher indexes of year 5 writing performance

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Author(s)
Wyatt-Smith, Claire
Pascoe, Joanne
Year published
2000
Metadata
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This article explores the following questions: What do Year 5 teachers identify as factors affecting students' writing performance in schooling?; Collectively, what do the teacher-generated factors tell about the different ways that student writers may be situated to engage with the school writing requirements?; What do the factors tell about how teachers may be situated to assess writing performance?; And, what are the implications for practice and literacy education policy, given the prevailing narrow construction of teacher accountability as being centrally concerned with measurable outcomes?This article explores the following questions: What do Year 5 teachers identify as factors affecting students' writing performance in schooling?; Collectively, what do the teacher-generated factors tell about the different ways that student writers may be situated to engage with the school writing requirements?; What do the factors tell about how teachers may be situated to assess writing performance?; And, what are the implications for practice and literacy education policy, given the prevailing narrow construction of teacher accountability as being centrally concerned with measurable outcomes?
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Journal Title
Literacy Learning: the Middle Years
Volume
8 (2)
Copyright Statement
© 2000 Australian Literacy Educators' Association. The attached file is reproduced here in accordance with the copyright policy of the publisher. Use hypertext link to access the publisher's website.
Subject
Education Systems
Curriculum and Pedagogy