Improving classroom writing by enhancing reflexive decisions and practice

This project aims to deliver improvements in writing skills across the critical primary school years. A reflexive approach, utilizing the team's skills in writing development and pedagogy, reflexive practice and classroom ethnography, will build teachers' capacities and aim to improve writing achievement in Australian schools. Expected outcomes include new writing pedagogies that move beyond dependence-building strategies. This should provide significant benefit for teachers, enabling them to optimize classroom conditions, and enhance students' effective decision-making in writing to improve their achievement across all school subjects.