As much of the data are drawn from the practices of teachers deemed to be highly effective, classroom practices associated with these teachers can be targeted as a means to improve the quality of instruction more widely in the particular context.
Parr, J.M. (2016), "Accelerating Student Progress in Writing: Examining Practices Effective in New Zealand Primary School Classrooms", Writing Instruction to Support Literacy Success (Literacy Research, Practice and Evaluation, Vol. 7), Emerald Group Publishing Limited, pp. 41-64. https://doi.org/10.1108/S2048-045820160000007002Download as .RIS
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