In Teachers’ Hands: Effective Teaching Practices in the Early Years of Schooling
The aim of the study was to identify teaching practices that lead to improved literacy outcomes for children in the early years of schooling.
Abstract
The report investigated the link between children’s growth in English literacy in the early years of schooling and their teachers’ classroom teaching practices.
The report concluded that effective early literacy teaching requires teachers who can ensure high levels of student participation, have deep knowledge about literacy learning, can simultaneously orchestrate a variety of classroom activities, can support and scaffold learning, can target and differentiate their instruction, and can create classrooms characterised by mutual respect.
Author(s)
William Louden; Mary Rohl; Caroline Barratt Pugh; Claire Brown; Trevor Cairney; Jess Elderfield; Helen House; Marion Meiers; Judith Rivalland; and Ken Rowe
Publication Details
| Type : |
Reports |
| Published : |
2005 |
Topics Covered
| Sectors : |
|
| Detailed :
|
| Early childhood education |
| Education policy |
| Language literacy and numeracy |
| Student participation and achievement |
| Teachers and academic staff |
|
Availability
Electronic version only available from the Department. Print copies may be available for loan from your local library.
- Download: PDF
(3.9 MB, 207 pages)