For over a decade, there has been growing concern about declining 'standards' of school students' writing (Gardner, 2018; Wyatt-Smith & Jackson, 2020). Teachers' own writing experiences and writer identities are important considerations in developing teacher preparedness and skill in the teaching of writing. It cannot be assumed that…

This paper documents shifts in English teachers' knowledges and practices as a consequence of their involvement in a jointly funded Griffith University and Queensland Department of Education English Teacher as Writers Project. The pilot research uses an exploratory case study methodology to explore what works when it comes to challenging teachers…

Young children shift meanings across multiple modes long before they have mastered formal writing skills. In a digital age, children are socialised into a wide range of new digital media conventions in the home, at school, and in community-based settings. This article draws on longitudinal classroom research with a culturally diverse cohort of…

Analysis of a writing lesson delivered to 22 children in their first year of school shows that instruction in grammar occurs without the use of a metalanguage for the concepts under instruction. Teacher control of knowledge through contingent question and answer is analyzed. (SLD)