Henderson, Robyn (2002) Queensland Year 2 Diagnostic Net and teachers' explanations of literacy failure. Australian Journal of Education, 46 (1). pp. 50-65.
This article reports research into the ways that early childhood teachers in three schools used narratives of blame as part of their theorisation of literacy failure in relation to Queensland’s Year 2 Diagnostic Net. The teachers’ narratives clustered into three groups: blaming families, blaming children and explanations that moved beyond blame and focused instead on teaching. However, despite the range of explanations, all of the teachers in this study based their pedagogical decisions for literacy failure and intervention on a deficit model of literacy learning. It is argued that a reconceptualisation of literacy that views literacy as a social practice might assist teachers to rethink intervention in the early childhood classroom.
|Item Type:||Article (Commonwealth Reporting Category C)|
|Additional Information:||Author's version deposited in accordance with the copyright policy of the publisher. This article may not exactly replicate the final version published in the ACER journal. It is not a copy of the record. Final and authorised version first published in the Australian Journal of Education, 46 (1), 50-65, published by the Australian Council for Educational Research. Copyright © 2002 Australian Council for Educational Research.|
|Uncontrolled Keywords:||literacy, literacy education, early childhood education, educational assessment, deficit discourses, teaching process, intervention|
|Subjects:||330000 Education > 330200 Curriculum Studies > 330201 Curriculum Studies - English Education
330000 Education > 330100 Education Studies
330000 Education > 330100 Education Studies > 330103 Sociology of Education
|Depositing User:||Dr Robyn Henderson|
|Date Deposited:||11 Oct 2007 01:15|
|Last Modified:||02 Jul 2013 22:47|
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