Full metadata record
|dc.contributor||Department of English||en_US|
|dc.contributor.advisor||Forey, Gail (ENGL)||-|
|dc.publisher||Hong Kong Polytechnic University||-|
|dc.rights||All rights reserved||en_US|
|dc.title||Investigating a whole school approach to genre-based student writing in the primary classroom||en_US|
|dcterms.abstract||There is limited evidence to illustrate the effects of teacher professional development on student writing in the classroom. This study explores the challenges and choices teachers make in designing a whole school approach to the explicit teaching of language and literacy across the curriculum in a primary school setting, and whether such an approach can lead to sustained improvements in student writing. Although SFL-informed pedagogies are beginning to show 'promise', this area is currently under-researched and further investigation is needed to ascertain whether an SFL-informed pedagogy leads to success in writing for students over time in the primary setting. The present study intends to probe this key gap in current research by investigating, assessing and analysing the progression of student writing skills in one target genre. The study takes place in an English primary school setting where EAL students comprise 70% of the student population.It is hoped that such dual-focus analysis will benefit frontline classroom practice and inform teacher professional development programmes in the UK, Hong Kong and beyond.||en_US|
|dcterms.extent||74 pages : color illustrations||en_US|
|dcterms.LCSH||English language -- Writing -- Study and teaching (Elementary)||en_US|
|dcterms.LCSH||English language -- Study and teaching (Primary) -- China -- Hong Kong||en_US|
|dcterms.LCSH||Hong Kong Polytechnic University -- Dissertations||en_US|
Files in This Item:
|b29170692.pdf||For All Users (off-campus access for PolyU Staff & Students only)||9 MB||Adobe PDF||View/Open|
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