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DOI

10.14221/ajte.2013v38n4.1

Abstract

As the demands placed on the literacy coach have evolved, so too have the roles of these educational providers who are often responsible for working with school teams to turn around student performance on standardized literacy tests. One literacy coach based in a Queensland primary school recounts her experiences via open-ended interview over a two year period. We offer a theorisation of the newways of working as a literacy coach in a context of teaching and learning marked by diversity.

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Link to publisher version (DOI)

10.14221/ajte.2013v38n4.1