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ERIC Number: EJ789233
Record Type: Journal
Publication Date: 2007
Pages: 19
Abstractor: Author
Reference Count: N/A
ISSN: ISSN-0950-0782
Sustaining Effective Literacy Practices over Time in Secondary Schools: School Organisational and Change Issues
May, Stephen
Language and Education, v21 n5 p387-405 2007
The effective, sustained implementation of literacy across the curriculum in secondary schools is still a relatively rare phenomenon. This is because such an approach to literacy requires secondary schools to undergo extensive and complex processes of school change, involving altering teachers' thinking, attitudes and behaviour in relation to literacy and pedagogy, and establishing and maintaining organisational processes that support teachers' change processes and their impact on student learning. Such changes take time, not least because they often run counter to traditional organisational and pedagogical approaches in secondary schools. Drawing on our research evaluation of the Secondary Schools' Literacy Initiative (SSLI) in New Zealand, this paper examines the medium to long term implications of school change processes for secondary schools undertaking a cross-curricular literacy focus. In so doing, it identifies three key phases that secondary schools may undergo in order to achieve and sustain effective literacy practices over time and suggests that these phases, and their characteristics, may well have wider applicability.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand