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Relations Between Literacy Research and Practice in New Zealand
Author(s) -
Parr Judy M.,
Jesson Rebecca
Publication year - 2020
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1002/trtr.1868
Subject(s) - general partnership , underpinning , literacy , pedagogy , context (archaeology) , curriculum , psychology , process (computing) , practitioner research , mathematics education , sociology , political science , computer science , paleontology , civil engineering , law , biology , engineering , operating system
Teaching as a process of inquiry is the underpinning philosophy stated in the New Zealand Curriculum. Teachers are tasked with inquiring into the needs of their students and the efficacy of their own practice in the light of those needs. The results of ongoing inquiry inform how practice might be honed or changed. The authors consider how the context influences the ways in which teachers interact with research and with researchers to inform and support this inquiry. Although drawing on multiple literacy research endeavors with practitioners, the authors employ just one example of a partnership that focused on accelerating progress, particularly for underachieving writers ages 10–13, to illustrate how practices that were effective with these writers were jointly established.