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Influences on local curriculum innovation in times of change: a literacy case study

Version 2 2024-06-03, 23:44
Version 1 2019-07-01, 15:48
journal contribution
posted on 2024-06-03, 23:44 authored by DP Thomas, S Emery, Vaughan PrainVaughan Prain, J Papageorgiou, AM McKendrick
Australian students’ performance on national and international literacy assessments has declined since 2000, while teachers in contemporary classrooms contend with conditions of increased complexity and uncertainty. In July 2017, the Australian Government commissioned a panel of experts to provide advice on how to improve Australian students’ achievement and school performance. The panel concluded that Australian schools must support every student to realise their full learning potential through an increased emphasis on personalised student learning and collaborative teacher practices. This paper outlines a case study of complexities and influences in enabling and constraining a local curriculum innovation in literacy that sought to personalise learning and promote teacher collaboration in conditions of constant change and disruption. Named Literacy Toolbox, this initiative was developed by Year 7 and 8 literacy leaders at a Tasmanian secondary school to increase student agency and enhance teaching around a model of deprivatised or shared practice. The findings provide insight for education researchers and schools regarding the challenges and opportunities of attempts to enact personalised learning and co-teaching in the current context.

History

Journal

Australian educational researcher

Volume

46

Pagination

469-487

Location

Dordrecht, The Netherlands

ISSN

0311-6999

eISSN

2210-5328

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2019, The Australian Association for Research in Education, Inc.

Issue

3

Publisher

Springer