Investigating a disciplinary approach to literacy learning in a secondary school
This paper presents findings from a Design-Based Research (DBR) project undertaken in a large regional high school in Queensland. The study focused on an intervention involving explicit teaching using systemic functional grammar in assessed writing across two Year 8 subjects: English and History. The study’s findings demonstrate that, despite efforts at the whole school and classroom level to support a disciplinary literacy approach to subject learning, there are considerable constraints that need to be considered and overcome in order for students to develop appropriate writing capabilities for particular discipline areas.
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|Item Type:||Journal Article|
|Keywords:||Literacy in English and History Curriculum, Discpline specific literacy, Design-based Research, Explicit teaching of literacy in the middle years, Teaching writing in English for the Australian Curriculum|
|Divisions:||Current > Research Centres > Office of Education Research
Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2015 ALEA|
|Deposited On:||22 Jun 2015 22:49|
|Last Modified:||25 Nov 2015 07:18|
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