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The effect of beliefs about literacy on teacher and student expectations : a further education perspective.

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The effect of beliefs about literacy on teacher and student expectations : a further education perspective. / Satchwell, Candice; Miller, Kate.
In: Journal of Vocational Education and Training, Vol. 58, No. 2, 06.2006, p. 135-150.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Satchwell, C & Miller, K 2006, 'The effect of beliefs about literacy on teacher and student expectations : a further education perspective.', Journal of Vocational Education and Training, vol. 58, no. 2, pp. 135-150. https://doi.org/10.1080/13636820600799551

APA

Satchwell, C., & Miller, K. (2006). The effect of beliefs about literacy on teacher and student expectations : a further education perspective. Journal of Vocational Education and Training, 58(2), 135-150. https://doi.org/10.1080/13636820600799551

Vancouver

Satchwell C, Miller K. The effect of beliefs about literacy on teacher and student expectations : a further education perspective. Journal of Vocational Education and Training. 2006 Jun;58(2):135-150. doi: 10.1080/13636820600799551

Author

Satchwell, Candice ; Miller, Kate. / The effect of beliefs about literacy on teacher and student expectations : a further education perspective. In: Journal of Vocational Education and Training. 2006 ; Vol. 58, No. 2. pp. 135-150.

Bibtex

@article{c5b83153c30e4333a17fd3d0dcdbc7af,
title = "The effect of beliefs about literacy on teacher and student expectations : a further education perspective.",
abstract = "With reference to the Literacies for Learning in Further Education TLRP project, this article suggests that teachers' and students' views of students' literacy capabilities are often influenced by a deficit model of literacy which does not take account of students' everyday literacy practices. The article revisits some of the literature on 'teacher expectancy', which has indicated that students' experience of education is affected by their teachers' expectations of them. We propose that these expectations are often shaped in turn by beliefs and attitudes about teaching, learning and literacy. We suggest that a recognition and respect of students' everyday literacy practices will enhance teachers' understanding of their students and increase potential for negotiating the borders between vernacular and curriculum literacies, thereby improving students' experience of Further Education.",
author = "Candice Satchwell and Kate Miller",
year = "2006",
month = jun,
doi = "10.1080/13636820600799551",
language = "English",
volume = "58",
pages = "135--150",
journal = "Journal of Vocational Education and Training",
issn = "1363-6820",
publisher = "Routledge",
number = "2",

}

RIS

TY - JOUR

T1 - The effect of beliefs about literacy on teacher and student expectations : a further education perspective.

AU - Satchwell, Candice

AU - Miller, Kate

PY - 2006/6

Y1 - 2006/6

N2 - With reference to the Literacies for Learning in Further Education TLRP project, this article suggests that teachers' and students' views of students' literacy capabilities are often influenced by a deficit model of literacy which does not take account of students' everyday literacy practices. The article revisits some of the literature on 'teacher expectancy', which has indicated that students' experience of education is affected by their teachers' expectations of them. We propose that these expectations are often shaped in turn by beliefs and attitudes about teaching, learning and literacy. We suggest that a recognition and respect of students' everyday literacy practices will enhance teachers' understanding of their students and increase potential for negotiating the borders between vernacular and curriculum literacies, thereby improving students' experience of Further Education.

AB - With reference to the Literacies for Learning in Further Education TLRP project, this article suggests that teachers' and students' views of students' literacy capabilities are often influenced by a deficit model of literacy which does not take account of students' everyday literacy practices. The article revisits some of the literature on 'teacher expectancy', which has indicated that students' experience of education is affected by their teachers' expectations of them. We propose that these expectations are often shaped in turn by beliefs and attitudes about teaching, learning and literacy. We suggest that a recognition and respect of students' everyday literacy practices will enhance teachers' understanding of their students and increase potential for negotiating the borders between vernacular and curriculum literacies, thereby improving students' experience of Further Education.

U2 - 10.1080/13636820600799551

DO - 10.1080/13636820600799551

M3 - Journal article

VL - 58

SP - 135

EP - 150

JO - Journal of Vocational Education and Training

JF - Journal of Vocational Education and Training

SN - 1363-6820

IS - 2

ER -