Literacy Coaching Roles in Diverse Contexts of Teaching and Learning: New Ways of Working

dc.creatorvan Leent, Lisa J.
dc.creatorExley, Beryl
dc.date.accessioned2013-07-06T15:44:48Z
dc.date.accessioned2023-05-23T23:06:05Z
dc.date.available2013-07-06T15:44:48Z
dc.date.available2023-05-23T23:06:05Z
dc.date.created2013-07-06T15:44:48Z
dc.date.issued2013
dc.identifiervan Leent, Lisa J. and Exley, Beryl (2013) "Literacy Coaching Roles in Diverse Contexts of Teaching and Learning: New Ways of Working," Australian Journal of Teacher Education: Vol. 38: Iss. 4, Article 2. Available at: http://ro.ecu.edu.au/ajte/vol38/iss4/2
dc.identifier1835-517X
dc.identifierhttp://hdl.handle.net/123456789/1274
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/6417403
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 openended 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.languagees
dc.publisherEdith Cowan University
dc.subjectAlfabetización
dc.subjectRol del docente
dc.subject
dc.titleLiteracy Coaching Roles in Diverse Contexts of Teaching and Learning: New Ways of Working
dc.typeArticle


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