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References

Bernstein, B. 1996. Pedagogy, Symbolic Control & Identity: theory, research, critique. London: Taylor & Francis.

Brophy, J [Ed.] 2002. Social Constructivist Teaching: affordances and constraints. London: Elsevier (JAI: Advances in Research on Teaching 9).

Culican, S.J. (2006). Learning to Read: Reading to Learn: A Middle Years Literacy Intervention Research Project, Final Report 2003–4. Catholic Education Office Melbourne (Online.) Available: www.ceomelb.catholic.edu.au Research and Seminar Papers.

Feez, S 1998. Text-based Syllabus Design. Sydney: National centre for English Language Teaching and research (NELTR), Macquarie University.

McRae, D., Ainsworth, G., Cumming, J., Hughes, P., Mackay, T. Price, K., Rowland, M., Warhurst, J., Woods, D. & Zbar, V. (2000). What has worked, and will again: the IESIP Strategic Results Projects. Canberra: Australian Curriculum Studies Association www.acsa.edu.au/pages/index.asp

Martin, J R 1993. Genre and literacy – modelling context in educational linguistics. ARAL 13. 141–172.

Martin, J.R. 1999. Mentoring semogenesis: 'genre-based' literacy pedagogy. In F. Christie (ed.) Pedagogy and the Shaping of Consciousness: Linguistic and Social Processes London: Cassell, 123–155.

Martin, J.R. 2001. Giving the game away: explicitness, diversity and genre-based literacy in Australia. In R. de Cilla, H. Krumm & R. Wodak et al. (eds.) Functional Il/literacy. Vienna: Verlag der Osterreichischen Akadamie der Wissenschaften. 2001, 155–174.

Pilkington, D. 1996. Follow the Rabbit-Proof Fence. St Lucia, Qld: University of Queensland Press.

Rose, D. 1999. Culture, Competence and Schooling: approaches to literacy teaching in Indigenous school education. In F. Christie (ed.) Pedagogy and the Shaping of Consciousness: Linguistic and Social Processes London: Cassell, 217–245.

Rose, D. 2004a. Sequencing and pacing of the hidden curriculum: how Indigenous children are left out of the chain. In A. Morais, H. Baillie & B. Thomas, (Eds.), Towards a sociology of pedagogy: The contribution of Basil Bernstein to research. New York: Peter Lang, 91–107.

Rose, D. 2004b. Reading and Writing Factual Texts. Teacher Training DVD. Sydney: Learning to Read: Reading to Learn. (For copies contact author d.rose@edfac.usyd.edu.au)

Rose, D. 2004c. Stories in the Middle Years. Teacher Training DVD. Sydney: Learning to Read: Reading to Learn. (For copies contact author d.rose@edfac.usyd.edu.au)

Rose, D. 2004d. Early Years Reading and Writing. Teacher Training DVD. Sydney: Learning to Read: Reading to Learn. (For copies contact author d.rose@edfac.usyd.edu.au)

Rose, D. 2005a, Democratising the Classroom: a literacy pedagogy for the new generation. In Journal of Education, Vol 37 (Durban: University of KwaZulu Natal), 127–164.

Rose, D. 2005b. Learning To Read: Reading To Learn: Submission to the National Inquiry into the Teaching of Literacy 2005. Canberra: Department of Education, Science and Training Learning to Read Reading to Learn Submission No.315

Rose, D. 2006. Scaffolding the English curriculum for indigenous secondary students: Final report for NSW 7–10 English Syllabus, Aboriginal Support Pilot Project. Sydney: Office of the Board of Studies.

Rose, D. & Acevedo, C. 2006. Closing the gap and accelerating learning in the Middle Years of Schooling. Australian Journal of Language and Literacy, 14.2, in press June 2006.

Rose, D, Gray, B. & Cowey, W. 1999. Scaffolding reading and writing or Indigenous children in school. P Wignell [Ed.] Double Power: English literacy in Indigenous schooling. Melbourne: Language Australia.

Rose, D., Lui-Chivizhe, L., McKnight, A. & Smith, A. 2004. Scaffolding Academic Reading and Writing at the Koori Centre. In Australian Journal of Indigenous Education, 30th Anniversary Edition, www.atsis.uq.edu.au/ajie, 41–9.

Rothery, J. 1994. Exploring Literacy in School English (Write it Right Resources for Literacy and Learning). Sydney: Metropolitan East Disadvantaged Schools Program.

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These materials are provided for research purposes and may contain opinions that are not shared by the Board of Studies NSW.