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International Perspectives on Writing Curricula and Development: A Cross-Case Comparison

1, 2021

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Small-Group Student Talk Before Individual Writing in Tertiary English Writing Classrooms in China: Nature and Insights

Frontiers in psychology, 2020-09, Vol.11, p.570565-570565

2020

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Authoring Selves in Language Teaching: A Dialogic Approach to Language Teacher Psychology

Frontiers in psychology, 2022-02, Vol.13, p.839152-839152

2022

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Exploring teachers’ attitudes and self-efficacy beliefs for implementing student self-assessment of English as a foreign language writing

Frontiers in psychology, 2022-08, Vol.13, p.956160-956160

2022

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Mapping the landscape of writing instruction in New Zealand primary school classrooms

Reading & writing, 2016-05, Vol.29 (5), p.981-1011

2016

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Improving EFL students’ text revision with the Self-Regulated Strategy Development (SRSD) model

Metacognition and learning, 2022-04, Vol.17 (1), p.191-211

2022

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Practices of effective writing teachers

Reading & writing, 2017-09, Vol.30 (7), p.1551-1574

2017

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Relations Between Literacy Research and Practice in New Zealand

The Reading teacher, 2020-05, Vol.73 (6), p.691-696

2020

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Making connections : the nature and occurrence of links in literacy teaching and learning

The Australian journal of language and literacy, 2014-10, Vol.37 (3), p.141-150

2014

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The reactivity of think-alouds in writing research: quantitative and qualitative evidence from writing in English as a foreign language

Reading & writing, 2020-02, Vol.33 (2), p.451-483

2020

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Revisiting and reframing use: Implications for the integration of ICT

Computers and education, 2010, Vol.54 (1), p.113-122

2010

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Facilitating real-time observation of, and peer discussion and feedback about, practice in writing classrooms

Professional development in education, 2017-10, Vol.43 (5), p.709-728

2017

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Digitalising our schools : clarity and coherence in policy

Australasian Journal of Educational Technology, 2011-01, Vol.27 (2), p.326-342

2011

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Feedback to writing, assessment for teaching and learning and student progress

Assessing writing, 2010, Vol.15 (2), p.68-85

2010

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Contextualising practice: Hallmarks of effective teachers of writing

Teaching and teacher education, 2010-04, Vol.26 (3), p.583-590

2010

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Portrait of the student as a young writer: some student survey findings about attitudes to writing and self‐efficacy as writers

Literacy (Oxford, England), 2019-11, Vol.53 (4), p.226-235

2019

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It's all about Baxter: task orientation in the effective teaching of writing

Literacy (Oxford, England), 2016-04, Vol.50 (2), p.93-99

2016

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Promoting professional inquiry for improved outcomes for students in New Zealand

Professional development in education, 2009-06, Vol.35 (2), p.227-245

2009

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From research to policy and practice: a review of The Routledge International Handbook of English, Language and Literacy Teaching

Literacy (Oxford, England), 2013-11, Vol.47 (3), p.165

2013

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Exemplifying a Continuum of Collaborative Engagement: Raising Literacy Achievement of At-Risk Students in New Zealand

Journal of education for students placed at risk, 2015-04, Vol.20 (1-2), p.29-41

2015

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Chain of influence from policy to practice in the New Zealand literacy strategy

Research papers in education, 2009-06, Vol.24 (2), p.135-154

2009

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Structure and coherence as challenges in composition: A study of assessing less proficient EFL writers’ text quality

Assessing writing, 2022-10, Vol.54, p.100672, Article 100672

2022

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The Teacher's Laptop as a Hub for Learning in the Classroom

Journal of research on technology in education, 2011-01, Vol.44 (1), p.53-73

2011

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Teachers, schools and using evidence: Considerations of preparedness

Assessment in education : principles, policy & practice, 2008-03, Vol.15 (1), p.57-71

2008

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A dual purpose data base for research and diagnostic assessment of student writing

Journal of writing research, 2010-08, Vol.2 (2), p.129-150

Parr, J.

2010

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International Perspectives on Writing Curricula and Development: A Cross-Case Comparison

Small-Group Student Talk Before Individual Writing in Tertiary English Writing Classrooms in China: Nature and Insights

Authoring Selves in Language Teaching: A Dialogic Approach to Language Teacher Psychology

Exploring teachers’ attitudes and self-efficacy beliefs for implementing student self-assessment of English as a foreign language writing

Mapping the landscape of writing instruction in New Zealand primary school classrooms

Improving EFL students’ text revision with the Self-Regulated Strategy Development (SRSD) model

Practices of effective writing teachers

Relations Between Literacy Research and Practice in New Zealand

Making connections : the nature and occurrence of links in literacy teaching and learning

The reactivity of think-alouds in writing research: quantitative and qualitative evidence from writing in English as a foreign language

Revisiting and reframing use: Implications for the integration of ICT

Facilitating real-time observation of, and peer discussion and feedback about, practice in writing classrooms

Digitalising our schools : clarity and coherence in policy

Feedback to writing, assessment for teaching and learning and student progress

Contextualising practice: Hallmarks of effective teachers of writing

Portrait of the student as a young writer: some student survey findings about attitudes to writing and self‐efficacy as writers

It's all about Baxter: task orientation in the effective teaching of writing

Promoting professional inquiry for improved outcomes for students in New Zealand

From research to policy and practice: a review of The Routledge International Handbook of English, Language and Literacy Teaching

Exemplifying a Continuum of Collaborative Engagement: Raising Literacy Achievement of At-Risk Students in New Zealand

Chain of influence from policy to practice in the New Zealand literacy strategy

Structure and coherence as challenges in composition: A study of assessing less proficient EFL writers’ text quality

The Teacher's Laptop as a Hub for Learning in the Classroom

Teachers, schools and using evidence: Considerations of preparedness

A dual purpose data base for research and diagnostic assessment of student writing

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