School leadership and whole-school support of struggling literacy learners in secondary schools
Bibliographic Data
| ID | 21784249 |
|---|---|
| Authors | Margaret Kristin Merga (0000-0002-9009-3700, Edith Cowan University, corresponding author), Saiyidi Mat Roni (0000-0001-9511-7786, Edith Cowan University), Anabela Malpique (0000-0002-1683-9906, Edith Cowan University) |
| Year | 2021 |
| Volume | 49 |
| Issue | 3 |
| Pages | 534-550 |
| Publication date | 2021-05-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Management Administration & Leadership (JOURNAL) |
| Journal identifiers | ISSN: 1741-1432 • E-ISSN: 1741-1440 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/1741143220905036 |
| OpenAlex | W3008431845 |
| Language | EN |
| Citations received | 3 |
| References cited | 30 |
The needs of struggling literacy learners beyond the early years of schooling warrant greater attention. For struggling literacy learners to attain their academic, vocational, and social goals, schools should position literacy as a whole school priority and enhance opportunities for student literacy learning across all learning areas. However, it is not known if literacy is typically supported as a whole school commitment in contemporary secondary schools. This paper draws on survey data from the Australian nation-wide 2019 Supporting Struggling Secondary Literacy Learners (SSSLL) project. Findings suggest that many mainstream secondary school teachers do not perceive that there is a whole-school approach to support struggling literacy learners in their schools, or that there are adequate strategies and supports to meet the needs of struggling literacy learners in their schools. Findings also suggest that regardless of place, school leadership commitment to ensuring that struggling literacy learners have their literacy skills developed across all learning areas may be crucial to the realization of a supportive whole-school culture for struggling literacy learners
Critical literacy · Information literacy · Literacy · Mainstream · Mathematics education · Pedagogy · Political science · Sociology · Education Systems and Policy · Educational Assessment and Improvement · Psychology · Teacher Education and Leadership Studies
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| Citations per year | 0.5 |
|---|---|
| Citation span | 2020 - 2026 (7) |
| Highly cited | No |