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dc.contributor.authorvan Leent, LJ
dc.contributor.authorExley, B
dc.date.accessioned2017-06-15T23:15:16Z
dc.date.available2017-06-15T23:15:16Z
dc.date.issued2013
dc.identifier.issn1835-517X
dc.identifier.doi10.14221/ajte.2013v38n4.1
dc.identifier.urihttp://hdl.handle.net/10072/340027
dc.description.abstractAs the demands placed on the literacy coach have evolved, so too have the roles of these educational providers who are often responsible for working with school teams to turn around student performance on standardized literacy tests. One literacy coach based in a Queensland primary school recounts her experiences via open-ended interview over a two year period. We offer a theorisation of the newways of working as a literacy coach in a context of teaching and learning marked by diversity.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherEdith Cowan University
dc.relation.ispartofpagefrom17
dc.relation.ispartofpageto30
dc.relation.ispartofissue4
dc.relation.ispartofjournalAustralian Journal of Teacher Education
dc.relation.ispartofvolume38
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchTeacher education and professional development of educators
dc.subject.fieldofresearchcode39
dc.subject.fieldofresearchcode390307
dc.titleLiteracy coaching roles in diverse contexts of teaching and learning: New ways of working
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionVersion of Record (VoR)
gro.rights.copyright© The Author(s) 2013. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this journal please refer to the journal’s website or contact the author[s].
gro.hasfulltextFull Text
gro.griffith.authorExley, Beryl E.


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