Date of Submission

6-2008

Abstract

The aim of this research was to examine the perceptions of principals, literacy co-ordinators and teachers on the implementation of Children's Literacy Success Strategy (CLaSS) as a literacy and professional development strategy and their insights for future literacy innovation. CLaSS is a whole-school and sector approach to literacy for the early years of schooling. Introduced in 1998 to Catholic primary schools in the Archdiocese of Melbourne, schools implementing CLaSS were supported by a professional development model throughout the implementation. CLaSS introduced to many schools a two-hour daily literacy block, data-driven instruction and the incorporation of professional learning teams within the professional development model.

School/Institute

School of Education

Document Type

Thesis

Access Rights

Open Access

Extent

272 pages

Degree Name

Doctor of Education (EdD)

Faculty

Faculty of Education

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