| dc.contributor.author | van Leent, Lisa J. | |
| dc.contributor.author | Exley, Beryl | |
| dc.date.accessioned | 2013-07-06T15:44:48Z | |
| dc.date.available | 2013-07-06T15:44:48Z | |
| dc.date.issued | 2013 | |
| dc.identifier.citation | van 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 | en_US |
| dc.identifier.issn | 1835-517X | |
| dc.identifier.uri | https://hdl.handle.net/20.500.12799/1274 | |
| dc.description.abstract | As 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. | en_US |
| dc.language.iso | es | en_US |
| dc.publisher | Edith Cowan University | en_US |
| dc.subject | Alfabetización | en_US |
| dc.subject | Rol del docente | en_US |
| dc.title | Literacy Coaching Roles in Diverse Contexts of Teaching and Learning: New Ways of Working | en_US |
| dc.type | Article | en_US |
