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Afterword to "Writer Identity and the Teaching and Learning of Writing"
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Introduction to "Writer Identity and the Teaching and Learning of Writing"
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Storytelling in Early Childhood: Enriching language, literacy, and classroom culture
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Paley’s approach to storytelling and story acting: Research and practice
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14 |
Exploring the discursively constructed identities of a teacher-writer teaching writing
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Literacy and curriculum: language and knowledge in the classroom
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Language learning at Key Stage 2: findings from a longitudinal study
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Cable, Carrie; Driscoll, Patricia; Mitchell, Rosamond; Sing, Sue; Cremin, Teresa; Earl, Justine; Eyres, Ian; Holmes, Bernadette; Martin, Cynthia; Hiens, Barbara. - 2012
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Abstract:
This paper discusses some of the findings from a 3-year longitudinal study of language learning in the upper stage of English primary schools, i.e. at Key Stage 2. This largely qualitative study (commissioned by the then Department for Children, Schools and Families) was designed to explore and document developing provision and practice in a sample of primary schools that had chosen to introduce language teaching ahead of the proposal that it should become part of statutory requirements. The research team examined the approaches and mechanisms these schools were using to develop and maintain language learning and teaching, teachers’ and children's attitudes towards language learning and children's achievement in oracy and literacy, as well as considering the possible broader cross-curricular impact of language learning. This paper goes on to consider some of the implications for embedding language learning and teaching in English primary schools.
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URL: https://doi.org/10.1080/03004279.2012.691371 http://oro.open.ac.uk/47066/
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Exploring teacher-writer identities in the classroom: conceptualising the struggle
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