A case study of the implementation of children's literacy success strategy: The perceptions of principals, literary co-ordinators and teachers

Thesis


Lovelock, Mary Therese. (2008). A case study of the implementation of children's literacy success strategy: The perceptions of principals, literary co-ordinators and teachers [Thesis]. https://doi.org/10.4226/66/5a95df88c67ea
AuthorsLovelock, Mary Therese
Qualification nameDoctor of Education (EdD)
Abstract

The aim of this research was to examine the perceptions of principals, literacy co-ordinators and teachers on the implementation of Children's Literacy Success Strategy (CLaSS) as a literacy and professional development strategy and their insights for future literacy innovation. CLaSS is a whole-school and sector approach to literacy for the early years of schooling. Introduced in 1998 to Catholic primary schools in the Archdiocese of Melbourne, schools implementing CLaSS were supported by a professional development model throughout the implementation. CLaSS introduced to many schools a two-hour daily literacy block, data-driven instruction and the incorporation of professional learning teams within the professional development model.

Year2008
PublisherAustralian Catholic University
Digital Object Identifier (DOI)https://doi.org/10.4226/66/5a95df88c67ea
Research GroupSchool of Education
Final version
Publication dates01 Jun 2008
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https://acuresearchbank.acu.edu.au/item/85320/a-case-study-of-the-implementation-of-children-s-literacy-success-strategy-the-perceptions-of-principals-literary-co-ordinators-and-teachers

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