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Doomadgee School Literacy Project

In common with many schools in remote locations, the progress of students at this school is affected by student transience, high absentee rates and student behaviour that is generally not supportive of learning. This project is designed to develop the instructional practice of K-2 teachers and therefore  the reading development of the students as a first step in a broader whole-school approach to more explicit teaching not only of reading, but across all academic subjects.

The research is focused on the following questions:

  1. To what extent does spaced professional learning over one school year build teacher knowledge of the reading process?
  2. To what extent does spaced professional learning and mentoring in explicit teaching change assessment and classroom instruction of reading?
  3. To what extent does spaced professional learning in explicit teaching transfer to more explicit teaching of other subjects?

Funding agency

Queensland Department of Education - Doomadgee State School

Project duration

March 2016 – March 2017


Researchers

Associate Professor Deslea Konza

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