Date of Submission
Lovelock, M. T. (2008). A case study of the implementation of children's literacy success strategy: The perceptions of principals, literary co-ordinators and teachers (Doctoral thesis, Australian Catholic University). Retrieved from https://doi.org/10.4226/66/5a95df88c67ea
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 of Education
Doctor of Education (EdD)
Faculty of Education