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Australian Journal of Teacher Education

Australian Journal of Teacher Education

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.

Submission Location

 
COinS
 

Link to publisher version (DOI)

10.14221/ajte.2013v38n4.1