Literacy Leadership and Accountability Practices

Kerkham, Lyn; Comber, Barbara

doi:10.4324/9781315659312-7

Cited by 3 publications

(5 citation statements)

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“…The finding of a narrow literacy curriculum, through which teachers were focused on teaching the concepts that are tested in ‘high‐stakes’ literacy tests, is similar to the findings of other research (e.g. Kerkham & Comber, ; Klenowski & Wyatt‐Smith, ). Some researchers postulate that because of narrow literacy curriculum, driven by ‘high‐stakes’ testing regimes, students may not adequately learn literacies needed for 21st century living, such as critical and multimodal literacy (Kerkham & Comber, ).…”

Section: Discussionsupporting

confidence: 85%

“…Kerkham and Comber () similarly reported how NAPLAN was framing literacy curriculum policy processes in schools in Australia. The study being reported here additionally found that data from tests administered within the early childhood years, namely, the State's OEAP, were driving literacy curriculum in these years to achieve improved NAPLAN results.…”

Section: Discussionmentioning

confidence: 99%

“…Kerkham & Comber, ; Klenowski & Wyatt‐Smith, ). Some researchers postulate that because of narrow literacy curriculum, driven by ‘high‐stakes’ testing regimes, students may not adequately learn literacies needed for 21st century living, such as critical and multimodal literacy (Kerkham & Comber, ).…”

Section: Discussionmentioning

confidence: 99%

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The enactment of literacy curriculum policy by early childhood teachers in two Australian schools

Bromley

Oakley

2018

Literacy

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Since the early 2000s, literacy education has become an area of intense focus in Australian education policy, positioned to have a role in Australia's pursuit of enhanced international competitiveness in the "global knowledge economy". Policy called for improvements in literacy outcomes, monitored by mandated annual assessments, and policy statements recognised the need to establish solid literacy foundations in early childhood to facilitate learning, and desired improvements, in later years. This article is derived from a larger study that investigated the production and enactment of literacy curriculum policy by early childhood teachers in Australian schools. It focuses on the school level within the State of Western Australia, presenting findings derived from thematic and critical discourse analysis of participant interview and documentary data collected in two case-study schools. Comparative analysis revealed that literacy curriculum policy processes in both case-study schools were focused on achieving improved test results in mandated testing regimes. This was impacting upon literacy curriculum in the early childhood years of schooling, in Australia deemed to involve children up to 8 years of age, in many, possibly adverse, ways. These findings may offer insights in other contexts about literacy curriculum policy processes that are focused on enhancing competitive positioning.

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Section: Discussionsupporting

confidence: 85%

Section: Discussionmentioning

confidence: 99%

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The enactment of literacy curriculum policy by early childhood teachers in two Australian schools

Bromley

Oakley

2018

Literacy

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“…The next step of transcript analysis was coding the emergent properties in terms of how they were experienced as enabling or constraining (as indicated by the teachers and supported by the research literature). The analysis enabled us to interrogate writing teachers’ priorities and perspectives at a time when there are tensions between catering for diversity and being accountable for reductive tests that drive the curriculum (Kerkham & Comber, 2016; Morrell, 2017).…”

Section: Project Background and Designmentioning

confidence: 99%

A Reflexive Approach to Teaching Writing: Enablements and Constraints in Primary School Classrooms

Ryan

Khosronejad

Barton

et al. 2021

Written Communication

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Writing requires a high level of nuanced decision-making related to language, purpose, audience, and medium. Writing teachers thus need a deep understanding of language, process, and pedagogy, and of the interface between them. This article draws on reflexivity theory to interrogate the pedagogical priorities and perspectives of 19 writing teachers in primary classrooms across Australia. Data are composed of teacher interview transcripts and nuanced time analyses of classroom observation videos. Findings show that teachers experience both enabling and constraining conditions that emerge in different ways in different contexts. Enablements include high motivations to teach writing and a reflective and collaborative approach to practice. However, constraints were evident in areas of time management, dominance of teacher talk, teachers’ scope and confidence in their knowledge and practice, and a perceived lack of professional support for writing pedagogy. The article concludes with recommendations for a reflexive approach to managing these emergences in the teaching of writing.

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“…The final step of analysis was coding the emergent properties in terms of how they were experienced as enabling or constraining: the former indicating a more agentic role through corporate agency or social actor role, and the latter indicating a more passive primary agent role. The analysis enabled us to interrogate literacy teachers' and leaders' roles as agents or actors at a time when there are tensions between catering for diversity and being accountable for reductive tests that drive the curriculum (Kerkham & Comber 2016;Morrell, 2017).…”

Section: Analtyical Frameworkmentioning

confidence: 99%