Abstract
This qualitative case study of three countries, each with two research sites, examines high school teachers’ perspectives on large-scale national literacy strategies implemented in England, the USA, and Australia.
The study highlights complex, long-standing issues that cause tension between educational policy, systems and sites such as high school literacy pedagogy; subject teachers’ mixed understandings about literacy, targets, data and interventions; and the diverse needs of adolescent learners with ESL backgrounds, disabilities and learning difficulties placed in mainstream classrooms with non-specialist teachers.
A daunting number of inhibitors impact on teacher effectiveness and student performance, making the achievement of high-stakes targets elusive.
The study highlights complex, long-standing issues that cause tension between educational policy, systems and sites such as high school literacy pedagogy; subject teachers’ mixed understandings about literacy, targets, data and interventions; and the diverse needs of adolescent learners with ESL backgrounds, disabilities and learning difficulties placed in mainstream classrooms with non-specialist teachers.
A daunting number of inhibitors impact on teacher effectiveness and student performance, making the achievement of high-stakes targets elusive.
| Original language | English |
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| Qualification | Doctorate |
| Awarding Institution |
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| Supervisors/Advisors |
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| Award date | 29 Nov 2012 |
| Publication status | Unpublished - 2012 |