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Clare Williams

Project title:

  • Empowering regional education support staff through collaborative participatory action research, and reflexivity in literacy practices

Supervisors:

  • Associate Professor Nicola Johnson

Summary of thesis:

Learning interventions are frequently used in a bid to increase literacy outcomes and are often implemented by teacher aides. Collaborative participatory action research cycles enabled literacy-focused education support staff, in a low socio-economic region to critically explore their value and roles in a secondary school community. These educators who tend to work directly with vulnerable, struggling learners shared collegiate participation as first-time researchers, and challenged their marginalised status through obtaining and presenting a collective voice.

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