Chamberlain, Liz
(2018).
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(Accepted Manuscript)
Due to publisher licensing restrictions, this file is not available for public download until 11 April 2020 Click here to request a copy from the OU Author. |
| DOI (Digital Object Identifier) Link: | https://doi.org/10.4324/9780203731444-7 |
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| Google Scholar: | Look up in Google Scholar |
Abstract
This chapter focuses on the importance of subject leaders developing an awareness and understanding of effective literacy pedagogy in order to articulate and make visible the choices they make as they lead English in their schools. It outlines the characteristics of effective teachers of literacy, many of whom go on to lead English within their schools. The authors know from research that literacy outcomes for pupils can be boosted if they are taught by 'very effective' teachers, in some cases, by as much as a third of an examination grade. However, effective teachers of literacy have always been clear about how they interpret policy and national initiatives by ensuring that they plan for purposeful reading and writing activities. Furthermore, what is essential is an understanding of the interconnectivity of teacher behaviour, teacher subject knowledge and teacher–pupil interaction.
| Item Type: | Book Section |
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| Copyright Holders: | 2018 The Author |
| ISBN: | 1-138-30491-3, 978-1-138-30491-8 |
| Academic Unit/School: | Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport > Education Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport Faculty of Wellbeing, Education and Language Studies (WELS) |
| Research Group: | Centre for Research in Education and Educational Technology (CREET) |
| Item ID: | 60199 |
| Depositing User: | Liz Chamberlain |
| Date Deposited: | 16 Apr 2019 12:57 |
| Last Modified: | 22 May 2019 19:04 |
| URI: | http://oro.open.ac.uk/id/eprint/60199 |
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